SOCIAL-EMOTIONAL LEARNING AS A RESOURCE FOR CHILDREN'S PSYCHOLOGICAL WELL-BEING: INTERNATIONAL EXPERIENCE AND PERSPECTIVES
Keywords:
social-emotional learning, SEL, psychological well-being, children, school-based interventions, literature review, Central Asia.Abstract
This article presents a comprehensive literature review examining Social-Emotional Learning (SEL) as a key resource for promoting psychological well-being in children. Publications from 2005 to 2024 indexed in PubMed, Scopus, PsycINFO, and ERIC databases were systematically analysed. The review covers theoretical frameworks underpinning SEL, the evidence base for school-based SEL programmes, mechanisms linking SEL competencies to psychological well-being outcomes, cross-cultural implementation challenges, and perspectives for SEL adoption in Central Asian educational contexts. The analysis reveals that high-quality, evidence-based SEL programmes produce consistent and meaningful improvements in children's social-emotional competencies, mental health indicators, and academic achievement, with meta-analytic effect sizes ranging from d = 0.35 to d = 0.66. Cultural adaptation and teacher training emerge as critical moderators of programme effectiveness. The paper identifies significant gaps in SEL research and practice in Uzbekistan and the broader Central Asian region and outlines priorities for future development.
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