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

Author

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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)

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.

Suggested Citation

  • Nuzha Mohamed Taha & Noorhuda Abdul Karim & Naveena Lakshmi Vinayagan, 2024. "Impact of Social-Emotional Learning (SEL) Programmes on Emotional Intelligence and Academic Achievements of Students," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(12), pages 2522-2528, December.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:12:p:2522-2528
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