Impact of Social-Emotional Learning (SEL) Programmes on Emotional Intelligence and Academic Achievements of Students

Nuzha Mohamed Taha, Noorhuda Abdul Karim and Naveena Lakshmi Vinayagan
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Nuzha Mohamed Taha: Faculty Education & Humanities, UNITAR, International University
Noorhuda Abdul Karim: Faculty Education & Humanities, UNITAR, International University
Naveena Lakshmi Vinayagan: Faculty Education & Humanities, UNITAR, International University

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 12, 2522-2528

Abstract: Social and Emotional Learning (SEL) programs have become essential in fostering holistic child development by enhancing self-awareness, emotional regulation, social skills, and responsible decision-making. These competencies are critical for academic success, healthy relationships, and overall well-being. This study explores the implementation of SEL programs at Hibiscus International School in Malaysia, focusing on Years 1 through 6. Educators observed significant benefits, including improved emotional intelligence, classroom behaviour, and student engagement. However, challenges such as limited resources, large class sizes, and insufficient training hinder effective implementation. Through qualitative interviews with teachers, this research identifies key themes, including the impact of SEL on emotional intelligence and academic performance, the role of teacher-student relationships, and the structural barriers to success. Findings highlight the need for systemic support, including professional development, resource allocation, and leadership commitment, to optimize SEL outcomes. This study underscores the critical role of SEL in nurturing well-rounded individuals equipped for academic and life success.

Date: 2024
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