Social-Emotional Learning in Educational Landscape: A Critical Review

Abstract

The surge in mental health concerns and societal pressures among Nigerian students has underscored the need to reexamine the role of social-emotional learning (SEL) in educational settings. This study explored the integration of SEL in educational landscapes, focusing on its impact on student outcomes and the challenges of implementation. The purpose of this study is to synthesize existing literature on SEL, identifying best practices and gaps in current research. Specifically, this review addressed issues such as the conceptualization and measurement of SEL, the effects of SEL on academic achievement and mental health, and the barriers to effective SEL implementation. The researcher employed a critical review method to discuss issues raised in the research. The findings indicated that SEL is a crucial component of education, enhancing students' academic performance, social skills, and emotional well-being. However, challenges such as inadequate teacher training, limited resources, and cultural adaptations hinder widespread implementation. Based on the findings, the researcher recommended that policymakers should prioritize SEL integration in educational curricula, provide teachers with training and resources to support effective implementation.