Social-emotional learning (SEL) programs for students with Behavioural disorders

Abstract

This study examined the limited effectiveness of social-emotional learning (SEL) programs for students with behavioral disorders across global and Philippine contexts. Guided by the CASEL Framework and using theory-based content analysis, the research synthesized Mark T. Greenberg’s Evidence for Social and Emotional Learning in Schools (2023) alongside twelve meta-analyses. Findings revealed that SEL programs consistently produce medium to large positive effects on students’ social skills, emotional well-being, behavior, and academic performance when implemented with fidelity, structured practices, and systemic support. However, outcomes for students with behavioral disorders remain inconsistent due to gaps in teacher training, cultural contextualization, and weak policy integration. In the Philippines, SEL programs enhance general competencies but fail to adequately address the unique social and familial pressures of learners with behavioral challenges, underscoring the need for culturally responsive approaches. Policy-level challenges include insufficient investment in professional development and fragmented systemic support, while opportunities lie in embedding SEL into national frameworks to promote inclusivity and equity. The consequences of weak SEL implementation include heightened teacher stress, strained classroom relationships, and reduced long-term social adaptability for students. Overall, the study highlights the urgency of rethinking SEL frameworks to ensure inclusive, equitable, and sustainable educational reform, aligning with SDG 4 (Quality Education), SDG 3 (Good Health and Well-Being), and SDG 10 (Reduced Inequalities).