Social-Emotional Learning (SEL) in Remote School Curriculums

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Aishwarya Pillai

Independent Researcher

Kerala, India

Abstract
Social‑emotional learning (SEL) encompasses a comprehensive set of competencies—including self‑awareness, self‑management, social awareness, relationship skills, and responsible decision‑making—that enable students to understand and regulate their emotions, establish and pursue positive goals, cultivate empathy, nurture supportive relationships, and make ethical, constructive choices. Over the past two decades, empirical research has demonstrated that intentional integration of SEL into K–12 curricula correlates with improved academic outcomes, reduced conduct problems, enhanced mental health, and long‑term socio‑economic benefits. However, the abrupt and widespread shift to remote schooling environments during the COVID‑19 pandemic has disrupted traditional SEL delivery modalities, exposing gaps in teacher preparation, platform capabilities, and equitable access to resources. This manuscript offers an in‑depth exploration of SEL implementation within remote school curricula. It synthesizes existing theoretical frameworks and best practices, evaluates digital tools and pedagogical strategies, and incorporates insights gleaned from a survey of 100 stakeholders (60 educators and 40 students) across diverse geographic contexts. Employing a mixed‑methods design—quantitative analysis of Likert‑scale survey items complemented by qualitative thematic coding of open‑ended responses and content analysis of sample lesson plans—this study identifies prevailing perceptions, critical barriers, and innovative enablers in virtual SEL facilitation. Key findings reveal that while a substantial majority (82%) acknowledge SEL’s pivotal role in fostering student well‑being, fewer than half of educators (45%) feel adequately equipped to deliver SEL online. Limitations in professional development and platform functionalities emerge as primary impediments, whereas multimedia resources, structured emotional check‑ins, and asynchronous reflection tools demonstrate promise.

Keywords

SEL, Remote Learning, Virtual Curricula, Educator Perceptions, Student Well‑Being

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