Social-Emotional Learning (SEL) and Student Well-Being among the Secondary Schools in Hamilton, Canada
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Abstract
Social-Emotional Learning (SEL) plays a pivotal role in enhancing student well-being by equipping them with essential emotional and interpersonal skills. It empowers students to understand and manage their emotions, establish positive relationships, and make responsible decisions. SEL fosters emotional resilience, reduces stress and anxiety, and contributes to improved mental health. Students who engage in SEL programs are more likely to feel safe, connected, and supported in their educational environments, creating a positive school climate. Overall, SEL is instrumental in nurturing the holistic well-being of students, helping them thrive academically and personally. The study adopted the descriptive research design. The target population was 45 secondary schools in Hamilton, Canada. The study did sampling of 30 respondents that were chosen from the target population of 45 secondary schools in Hamilton, Canada. Questionnaires were used to gather the data. In conclusion, Social-Emotional Learning (SEL) serves as a cornerstone for promoting the well-being of secondary school students in Hamilton, Canada. By addressing their emotional and interpersonal needs, SEL programs contribute to a positive school climate, reduced stress, and improved mental health. Embracing SEL in secondary schools in Hamilton is vital to ensuring that students are equipped with the essential skills and support they need to flourish academically and personally. The study recommended that schools should prioritize the integration of SEL into the curriculum, offering dedicated SEL courses or embedding SEL principles into existing subjects to ensure consistent development of these crucial skills. Conduct workshops, seminars, and information sessions to raise awareness among educators, parents, and administrators about the benefits of SEL. Provide training and resources to educators to effectively implement SEL programs. Establish a system for continuous evaluation and research to assess the effectiveness of SEL initiatives, allowing schools to identify areas for improvement and adapt strategies to better support students' emotional and social well-being.
Keywords: Social-Emotional Learning (SEL), Student Well-Being, Secondary Schools, Canada
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References
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