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Examining the impact of social-emotional learning on academic achievement through CPD
Atas, Mustafa
Atas, Mustafa
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Editors
Date
2025
Educational Level
ISCED Level 1 Primary education
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Egypt
Abstract
Context: The study examines the integration of social-emotional learning (SEL) within the curriculum at Salahaldin International School in Alexandria, Egypt, highlighting its impact on academic achievement, student engagement, and emotional expression. The school has implemented a comprehensive K-12 British curriculum, focusing on fostering individual growth and creating an inclusive, supportive environment.
Aims: The primary aim of the research is to investigate the effects of SEL on students' academic performance and emotional well-being. It seeks to understand teachers' perceptions and the overall implementation challenges within this educational framework.
Methods: A mixed-methods approach was utilized, incorporating focus group discussions, surveys of students and teachers, and individual interviews. Data collection involved engaging multiple stakeholders to capture various perspectives on the effectiveness and challenges of SEL in enhancing academic outcomes.
Findings: Results indicate a positive correlation between SEL competencies and academic performance, with over 70% of students reporting improvements in their academic efforts linked to SEL initiatives. There was a noted increase in student engagement by 25%, and students expressed greater comfort in emotional expression - approximately 70%. However, challenges persisted, including inconsistent implementation, with 40% of teachers feeling unprepared and 60% expressing the need for ongoing professional development.
Implications: The findings suggest that while SEL integration can positively influence student engagement and academic performance, challenges related to teacher training and support must be addressed. Other educators might consider the importance of continuous professional development and curriculum adaptability to meet diverse student needs and improve the implementation of SEL strategies. Additionally, the active involvement of the school community and ongoing adjustments based on student feedback may enhance SEL effectiveness in fostering a holistic educational environment.
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Keywords (free text)
social-emotional learning, academic achievement, teacher professional development, student engagement, educational environment