top of page

Social and Emotional Learning

Mandy CHAN, Laure CHEN, Clive LEE (in alphabetical order)


Through social and emotional learning (SEL), students acquire and apply knowledge, skills, and attitudes to support personal development, achieve collective progress, stay connected and empathetic, and maintain good rapport with others (CASEL, 2020). The Collaborative for Academic, Social and Emotional Learning (CASEL) depicts five core SEL competencies to be cultivated among students: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. OECD (2021) recently published its first international survey on social and emotional skills. It provides information on students’ social and emotional skills in the participating cities and countries, and how these skills are related to individual, home, and school characteristics and the broader cultural and socio-economic contexts (OECD, 2021). A growing body of research evidence has shown that fostering SEL is beneficial for students and teachers across disciplines and school levels (Corcoran et al., 2018; Taylor et al., 2017).

SEL can serve as a pedagogical strategy, adapted to a broad range of learning areas from humanities to science. Given that human development occurs in multi-level ecological systems, SEL activities should be situated within broader social-historical contexts and be accessible to all learners. These activities include – but are not limited to – storytelling, journal writing, group discussion, interaction with animals, hands-on experiments, and self-reflection. The design of SEL should be aligned with different key learning stages.

Continual provisions of professional development and resources are necessary to better equip educators in enacting context-relevant pedagogical practices. Successful implementation and delivery of high-quality SEL for students requires school leaders to value its importance, formulate specific SEL policies, and provide adequate resources to build an SEL infrastructure.

Below are some relevant and timely school examples, internet resources and scholarly contributions that raise issues, considerations, and challenges as we aim to promote and cultivate SEL among students and teachers.


Social and Emotional Learning

Highly-Cited Academic Articles (Based on analysed results from Web of Science)


Articles Published in/about the Region


School Examples




Internet Resources


YouTube Videos


Extended Readings


bottom of page