The Role of Social-Emotional Learning in Holistic Education

Abstract

Humans, as social beings, have emotional experiences shaped by their social world. Similarly, social interactions can evoke emotional responses in individuals. Thus, blending the two concepts, social-emotional learning (SEL) can be defined as the process through which children acquire knowledge, attitudes, and skills to recognize, understand, express, and manage their own emotions; communicate, cooperate, and respond empathically with others; make responsible decisions; and develop positive relationships. A renowned competency framework from the Collaborative for Academic, Social, and Emotional Learning (CASEL) includes five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These presidents offer an educational framework to prepare for later roles as citizens, workers, and community members and support the notion of quality education and services (Markham-Petro, 2019).

Social-emotional learning has been promoted in various countries worldwide. An increasing number of United Nations Educational, Scientific, and Cultural Organization (UNESCO) member states delete education as the main national priority in their strategic plans. Moreover, international non-governmental organizations, such as the World Economic Forum and the United Nations Children’s Fund, dissemination the relevance of social-emotional learning in materials disseminated to policymakers.