Social-Emotional Learning Effect on School Climate and Student Health
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Authors
Wong, Darren
Issue Date
2025-07-08
Type
Capstone
Language
en
Keywords
social-emotional learning , SEL competencies , evidence-based SEL programs , emotional literacy , self-awareness , self-management , social awareness , relationship skills , responsible decision-making , student mental health , school climate , school connectedness , school community , psychological well-being
Alternative Title
Abstract
This capstone examines the impact of social-emotional learning (SEL) on student mental health and school climate in high schools. It addresses key challenges faced by educators, such as reduced funding, increased student isolation from overcrowding and technology use, and the lasting effects of the COVID-19 pandemic on youth social skills and well-being. The research investigates how the SEL competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making can be cultivated through a three-tier approach using evidence-based classroom programs, extra-curricular activities, and targeted mentoring. The findings show that SEL implementation improves emotional regulation, strengthens relationships among peers and staff, reduces behavioural issues, and fosters a more inclusive and connected school environment. The capstone recommends professional development for teachers, alignment of SEL language across grade levels, structured and inclusive extra-curricular offerings, and robust mentoring with ongoing supervision. Prioritizing SEL at multiple levels is shown to enhance school climate, build student resilience, and address mental health needs which empowers schools to proactively reduce feelings of isolation and promote belonging to school community.
Description
Citation
Publisher
License
Attribution-NonCommercial-NoDerivs 3.0 United States
openAccess
openAccess