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The Influence of Social and Emotional Learning (SEL) on Improving Student Well-Being and Academic Achievement Among Secondary School Students in Mauritius
Abstract
Social and Emotional Learning (SEL) improves student well-being and academic success by promoting emotional regulation, resilience, empathy, and interpersonal skills while fostering supportive learning environments. This study examined the impact of SEL programs on students' emotional well-being, academic performance, school climate, teacher-student relationships, and peer interactions. A quasi-experimental, non-equivalent pretest-posttest design was employed with a sample of 64 lower secondary students (24 males, 40 females) from three schools in Mauritius, selected using a multi-stage sampling technique. Instruments included the Academic Achievement Test (AAT), Emotional Well-being Scale (EWS), Teacher-Student Relationships (TSR), and Student-Peer Interactions (SPI), administered during pre- and post-tests. Four hypotheses were tested using Analysis of Covariance (ANCOVA) at a 0.05 significance level. Findings revealed that students exposed to SEL-based teaching showed significantly greater improvements in academic achievement, emotional well-being, teacher-student relationships, and peer interactions compared to those taught using conventional methods. The study highlights the need to prioritize SEL as a core component of the curriculum, emphasizing its role in fostering balanced, inclusive, and effective education. It provides valuable insights for educators, policymakers, and researchers, encouraging the development of educational frameworks that prepare students for both academic success and real-world challenges.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 8448
Subject
Country
Mauritius
Region
Africa
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Adobe PDF, 359.31 KB
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Date
2025-09
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Corporate Author
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Publisher
Commonwealth of Learning (COL)