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Social-Emotional Learning (SEL) involves explicit instruction in five distinct social-emotional skill sets: self-awareness, self-management, social awareness, relationship management, and responsible decision-making, as outlined by Yoder in 2014. This research paper in action seeks to elucidate social-emotional competence and explore the correlation between social-emotional learning and factors like well-being, academic achievement, and attendance. The findings indicate that the cultivation of positive student-teacher relationships and the implementation of teacher-guided SEL curricula have a favourable impact on overall student well-being.
The primary objective of education is to facilitate the holistic development of students, fostering cognitive, personal, and social competencies. Consequently, schools should not solely prioritize the academic advancement of students but also their personal growth. Various globally recognized organizations, such as the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the World Health Organization (WHO), underscore the significance of social competence and social-emotional well-being in the development of children and adolescents.
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