Integrating Social-Emotional Learning (SEL) in Primary Education: a Systematic Literature Review

Abstract

The integration of Social-Emotional Learning (SEL) in primary education is a strategic step to address the challenges of 21st-century education. Modern education focuses not only on students' cognitive abilities but also on their social and emotional aspects. SEL aims to develop crucial skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Previous research indicates that integrating SEL into the primary education curriculum positively impacts students' well-being, leading to improved academic performance, reduced problematic behaviors, and enhanced social-emotional skills. This study employs a systematic literature review method to synthesize academic literature on the integration of SEL in primary education, searching for articles through the ScienceDirect database using specific keywords. Article selection was conducted in six stages, resulting in 10 relevant articles from an initial 391 based on stringent inclusion and exclusion criteria. Results show that school based SEL programs, such as PATHS, significantly enhance students' social, emotional, and academic outcomes. However, variations in program effectiveness highlight the need for further research on long-term impacts and cultural responsiveness. Challenges such as varying school readiness and cultural beliefs about SEL must be addressed through ongoing support and professional development. Future research should expand the scope to include larger and more diverse samples and use mixed-methods approaches for a deeper understanding of SEL effectiveness. Successful SEL integration requires a comprehensive approach, contextual flexibility, and sustained support to support student development fully.