Social–Emotional Learning Program: A Community-Based Case-Controlled Study

Abstract

Social–Emotional Learning (SEL) has emerged as a critical framework in education, focusing on developing self-awareness, self-regulation, empathy, and responsible decision-making among learners. This paper presents a community-based case-controlled study evaluating the impact of an SEL program implemented in two schools located in urban low-income areas. One school served as the intervention group receiving the SEL program, while the other acted as a control group with standard curriculum delivery. The study assesses differences in student behavior, emotional regulation, academic engagement, and peer relationships over a 12-month period.