The article explores the impact of Social and Emotional Learning (SEL) programs in improving academic performance, highlighting the current necessity of addressing socioemotional well-being in education. Modern educational trends emphasize the importance of introducing SEL into educational practices, creating a more favorable learning environment. Discovering the SEL as a concept, the paper discusses the studies regarding the topic of interest. Using a mixed-methods approach, the study combines a survey of people aged 18 to 45 in Kazakhstan for quantitative research and a case study of three high schools in order to proceed with qualitative research. Thus, the article elicits a range of opinions on SEL programs, with the vast majority recognizing its benefit in improving academic success.
This proactive approach aligns with the dynamic field of emerging educational frameworks, making a significant contribution to the discussion of educational approaches and their outstanding impact on student performance. The study adds to the larger conversation about educational approaches and their impact on student success by highlighting the current relevance of SEL interventions in addressing the numerous issues that students encounter.
Keywords: Social-emotional learning, higher education, academic success, socio-emotional well-being, educational psychology.
Introduction
Social and emotional learning (SEL) is the acquisition and application of knowledge, skills, and attitudes to foster positive self-identities, regulate emotions, achieve personal and group goals, develop empathy, build supportive relationships, and make responsible decisions [1].
In today's ever-changing and increasingly complex educational landscape, the importance of addressing not only the cognitive development of students but also their socioemotional well-being has gained significant attention. SEL programs have emerged as a promising approach to enhancing students' emotional intelligence, interpersonal skills, and overall well-being. This introduction sets the stage for a comprehensive exploration of the effectiveness of these SEL programs and their impact on students' academic success.
SEL programs encompass a thoughtfully structured curriculum, comprising developmentally ordered modules and educational experiences. Their primary objective is to establish emotionally nurturing environments for children and adults, enabling the acquisition of knowledge, attitudes, and skills directly linked to Social and Emotional Competencies (SECs). These programs can be implemented in various ways, such as through dedicated classroom instruction, integration with academic curricula, or comprehensive school-wide approaches. There is a pronounced and increasing demand for these programs, as demonstrated by the interest of educators, parents, students, and employers [2].
SEL programs equip students with essential skills for navigating the challenges of the twenty-first century, addressing heightened stressors such as social conflicts, academic pressures, and digital technology use. These programs aim to foster self-awareness, self-control, social awareness, and responsible decision-making, promoting both academic success and personal development [3]. The link between socioemotional learning and academic success is a growing focus in education research. Studies indicate that effective SEL program participation improves attitudes, motivation, behavior, and overall academic performance [4]. However, this relationship is complex, requiring a comprehensive exploration that considers factors like students' age, program duration, intensity, and the specific skills targeted.
Materials and methods
SEL Programs and Academic Achievement
Numerous studies have explored the link between SEL and academic performance. Mahoney et al. analyzed four meta-analyses on student outcomes in school-based SEL programs [5]. The findings strongly indicate that children participating in SEL programs experience significant gains.
Durlak et al.'s first meta-analysis [6] examined 213 universal school-based SEL programs including over 270,000 kids ranging from kindergarten to high school. It found that participants improved in terms of their social-emotional abilities, good social behaviors, and academic achievement. Students' academic achievement increased by 11 percentiles, in particular, demonstrating unequivocally the positive relationship between SEL programs and academic improvements. These results were corroborated by three more meta-analyses, which together highlight the compelling evidence that SEL programs improve academic performance and SEL competences in all domains [7].
The SPARK Pre-Teen Mentoring Curriculum study by Green et al. revealed improvements in participants' comprehension of mind, cognition, and awareness [8]. Significant gains were found, with 85% of students in the intervention group showing improvements in their knowledge of the SPARK curriculum, compared to 41% in the comparison group. Positive gains were also seen in the intervention group's decision-making, communication, emotional regulation, problem-solving abilities, and resilience (78% vs. 45% in the comparison group), as well as emotional regulation (69% vs. 42%). These solid outcomes reaffirm the curriculum's efficacy for early adolescence and are in line with the fundamental components of the CASEL model framework, which are critical for the development of the whole person [9].
Research Methodology
This research uses a mixed-methods approach to thoroughly examine the effectiveness of SEL programs on students' academic success. Combining quantitative data from a concise questionnaire with qualitative insights from a detailed case study, the study aims to provide a holistic perspective on the correlation between SEL programs and academic achievement. The triangulation of both data types enhances the research's robustness, validity, and reliability, enabling nuanced conclusions about the effectiveness of SEL programs in promoting academic success.
To streamline data collection, the survey questionnaire will include 8 closed-ended questions, promoting participant engagement and capturing insights from those experienced in SEL programs. Targeting individuals aged 18 to 45, the survey will involve approximately 70 participants, purposefully chosen for diversity across age groups. This sample size ensures a meaningful exploration of perspectives on SEL programs and their impact on academic success. The focused questions, covering aspects like emotional intelligence and social skills, aim to extract detailed and relevant information while respecting participants' time commitments.
In addition to the survey, this research included a case study titled "Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth." Focused on three urban high schools, the case study used qualitative methods to examine the practical implementation and observed effects of SEL programs. Through direct education observations, assessments of restorative justice methods, and evaluations of community-building activities, the study gathered context-specific insights. Qualitative data from the case study deepened understanding of SEL's impact, revealing increased feelings of connection, academic involvement, and readiness for future endeavors. By combining survey and case study methodologies, the research provides a comprehensive exploration of the diverse influences of SEL programs on students' socioemotional development and academic success.
Research results and discussion
Survey results
This paper endeavors to contribute to the existing studies in the realm of educational psychology by defining the outcomes derived from a comprehensive survey-based investigation. The major approach was a designed survey instrument, which allowed data collection from a substantial cohort of 72 respondents. The survey was specifically tailored to capture the perspectives of individuals within the demographic range of 18 to 45 years old who are citizens of Kazakhstan. This choice of target audience is critical in ensuring that the survey results reflect the perspectives of a diverse yet precise segment of the population, including people at various stages of adulthood. The resulting data analysis and synthesis highlight key trends and associations, providing significant insights into the complex relationship between socioemotional learning interventions and successful academic achievement.
A quarter of the participants (25%) express a high level of familiarity, categorizing themselves as "very familiar" with SEL programs. Their heightened awareness may stem from personal experiences, professional exposure, or a keen interest in educational psychology. Conversely, nearly half of the participants (48.6%) identify themselves as "somewhat familiar" with SEL programs. This indicates a moderate level of awareness, suggesting that these respondents may have a foundational understanding of SEL concepts but might not be extensively versed in the intricacies of specific programs or implementation strategies. Meanwhile, a notable portion of respondents (26.4%) profess to be "not familiar at all" with SEL programs. This subset may lack exposure to the concept, potentially reflecting a gap in awareness or limited engagement with educational initiatives focused on socioemotional learning.
A substantial proportion, 44.4% of participants, report personal or familial engagement in SEL programs. This category includes people who have firsthand knowledge of SEL strategies and may provide useful insights regarding the practical effect and efficacy of such programs on socio-emotional development. Conversely, 55.6% of respondents declare a lack of participation in SEL programs either personally or for their children. This substantial portion provides a chance to investigate the viewpoints of people who have not been directly exposed to SEL programs.
A majority of respondents (59.2%) assign substantial value (ratings of 4 or 5 on a scale of 1 to 5) to SEL programs in enhancing academic performance, with 29.2% attaching the highest importance (rating of 5). This reflects a widespread belief among participants in the potential usefulness of SEL interventions in positively influencing academic outcomes.
The survey's core focus is the diverse influence of SEL programs on students' behavior and attitudes. Positive improvements are anticipated by a sizable majority of respondents, with increased involvement (52.8%) and improved interpersonal interactions (55.6%) being the most often mentioned results. Notably, a sizable proportion (15.3%) reports little or no changes, indicating a nuanced landscape of responses to SEL activities.
Examining the anticipated improvements in academic performance as a result of SEL inclusion, the majority of respondents (58.3%) identify improved collaboration and teamwork skills as a notable outcome. Furthermore, a sizable proportion recognizes potential increases in class involvement (52.8%) and assignment completion (36.1%), illustrating the varied character of academic advancements associated with SEL engagement.
Parental engagement emerges as a significant aspect in reinforcing the advantages of SEL programs, with the majority of respondents (65.3%) ranking it as very important (ratings of 4 or 5). This emphasizes parents' perceived involvement in supplementing and amplifying the impact of SEL interventions on students' socioemotional development and academic success.
The analysis of respondents' perceptions of the challenges that SEL programs might encounter in achieving their intended influence on students' academic progress reveals three main concerns among the studied population. The presence of disagreement or skepticism among educators or parents was cited as the most common issue by 55.6% of participants. In Kazakhstan, the preference for traditional teaching methods may contribute to the observed doubt or resistance to new educational approaches such as SEL Programs. Lack of financing appears as a major concern, with 51.4% of respondents identifying it as a possible hindrance. Another significant difficulty identified by 45.8% of participants is insufficient educator training and resources.
Lastly, a majority of respondents (58.3%) agree (ratings of 4 or 5) that educational institutions should spend more resources to create and promote SEL programs. This is consistent with the stated problems, stressing the importance of educational institutions prioritizing and investing in SEL programs for students' complete development. The combined total of 11.1% of respondents expressing dissent (ratings of 1 and 2), on the other hand, reveals a minority position that may call into question the necessity of dedicating further resources to SEL programs. This dissident viewpoint may be the result of competing fiscal objectives or differing educational ideologies.
Overall, the survey displays a wide range of opinions, emphasizing the perceived relevance of SEL programs, expectations for positive outcomes, and recognition of constraints that may limit their efficacy in Kazakhstani education. The findings indicate a high preference for recognizing and prioritizing socioemotional learning for students’ overall development.
Case study: “Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth” [10]
The empirical findings of this case study suggest that implementing SEL is an effective method for improving student outcomes in high school contexts. The three high schools under consideration promote SEL as a basic component of their pedagogical system, viewing it as a comprehensive and widespread practice rooted in societal norms and values. To apply and strengthen SEL principles, these institutions use a variety of tactics, including direct education, restorative justice methods, and community-building activities.
The observable effects for these high school students support the efficacy of SEL implementation. Students express increased feelings of connection to their school community, more involvement in their academic efforts, and increased readiness for eventual collegiate and vocational activities. Furthermore, the high schools have impressive indicators, such as higher graduation rates and lower rates of disciplinary occurrences when compared to similar institutions in their respective districts.
In conclusion, this case study provides persuasive evidence that SEL is a powerful method for improving student achievements in the high school setting. The discovered findings support the definition of SEL as an all-encompassing, institution-wide practice that is in accordance with societal standards.
Conclusion
This scientific investigation dives at the effectiveness of Socioemotional Learning (SEL) in high school settings, drawing on findings from both a survey and an in-depth case study. At its foundation, SEL is an educational method that underscores the development of social and emotional abilities in addition to standard academic learning.
The initial phase of this investigation involves a survey done to a demographic cohort of 18-45-year-old citizens in Kazakhstan. The survey captures several viewpoints on SEL programs, delving into familiarity, participation rates, perceived importance, projected outcomes, obstacles, and resource allocation choices. Thus, the findings of the survey demonstrate widespread support for SEL, indicating an awareness of its importance in promoting academic success and an advocacy for improved allocation of resources.
Complementing the survey, the case study narrows down its scope to three high schools in which SEL is not merely an adjunct but a vital component of the educational philosophy. SEL is conceived of in this context as a comprehensive, institution-wide activity integrated into the fabric of community standards. The case study findings highlight the positive impact of SEL-focused environments.
In conclusion, the thorough investigation of SEL inside high school environments illuminates an elaborate narrative of the effectiveness of SEL programs. The findings collectively confirm the beneficial impact and overall advantages of incorporating SEL concepts into the educational system. As educational paradigms advance, these findings support the continuous emphasis and deliberate implementation of SEL within high schools, hence contributing to the development of well-rounded, socially conscious, and academically successful individuals.
References
1 Cortez, P. Collaborative for Academic Social and Emotional Learning Effective Social and Emotional Learning Programs - CASEL, 2021. 3-7 p.
2 King, K. Effectiveness of social-emotional learning programs - The journal of higher education, 2018. - 23 p.
3 Strahan, D. B., & Poteat, B. Middle level students’ perceptions of their social and emotional learning: An exploratory study. RMLE Online, 2020. - 1–15 p.
4 Corcoran, R. P., Cheung, A. C., Kim, E., & Xie, C. Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 2018. - 25, 56-72 p.
5 Sheard, M. K., Ross, S., & Cheung, A. Educational effectiveness of an intervention programme for social-emotional learning. International Journal of Multiple Research Approaches, 2019. - 1436–1489 p.
6 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. The impact of enhancing students’ social and emotional learning: A meta-analysis of schoolbased Universal Interventions, 2011. - 82(1), 405–432 p.
7 Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18–23.
8 Green, A. L., Ferrante, S., Boaz, T. L., Kutash, K., & Wheeldon‐Reece, B. Social and emotional learning during early adolescence: Effectiveness of a classroom‐based SEL program for middle school students. Psychology in the Schools, 2021. - 1056–1069 p.
9 Weissberg, R. Why social and emotional learning is essential for students. Edutopia 2016 – 8p.
10 Hamedani, M. G., & Darling, L. Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth. - Stanford Center for Opportunity Policy in Education, 2015.
