The Impact of Social Emotional Learning on Students' Classroom the Impact of Social Emotional Learning on Students' Classroom Behaviors and Its Relationship Teachers' Perceptions of School Climate
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E2/2026-13Keywords:
social-emotional learning, student behavior, teacher perceptions, school climate, social and emotional skills.Abstract
This study aimed to examine the impact of social-emotional learning (SEL) on students’ classroom behaviors and its relationship with teachers’ perceptions of the school climate. The research employed a descriptive correlational design and was conducted on a sample of )100( students and 50 teachers across four private schools.
The findings revealed a positive correlation between the level of social-emotional learning and students’ classroom behaviors. Students with higher social-emotional skills demonstrated greater discipline, cooperation, and participation. Furthermore, positive student behaviors were associated with more favorable teacher perceptions of the school climate, thereby fostering a supportive educational environment. In addition, teachers who taught students with high levels of social-emotional learning reported greater job satisfaction and fewer classroom management issues
The study recommends integrating SEL into curricula, training teachers on SEL strategies, and fostering a supportive school environment. It also suggests conducting future research on SEL’s impact on academic achievement and mental health.
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Copyright (c) 2026 Dr.Mahmmoud jameel mahmmoud hosain, Dr. Najat Al-Awadi, Dr. Manar Younis (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
