THE ESSENCE AND CHARACTERISTICS OF SOCIAL-EMOTIONAL LEARNING

Abstract

The article addresses the relevance of integrating social-emotional learning (SEL) as a critical component of the modern education system in the context of the neo-industrial development of society. It emphasizes that the implementation of SEL is aimed at the comprehensive development of individuals, their social adaptation, and the formation of skills such as critical thinking, empathy, communication and decision-making.
The study analyzes the contributions of both Ukrainian and international researchers, including Joseph Durlak, Roger Weissberg, Andreas Schleicher, Oleksandr Elkin, and provides examples of programs aimed at developing social-emotional skills within the framework of the New Ukrainian School reform. The article outlines the main structural elements of social-emotional learning: self-awareness, self-management, social awareness, relationship building and responsible decision-making.
The impact of SEL on students' social-emotional and academic development, success, social integration, and overall well-being is explored. The effectiveness of programs such as "Social, Emotional and Ethical Learning" and "Leader in Me," among others, is analyzed. The significant role of teachers as facilitators of social interactions is highlighted.
Special attention is paid to the competencies formed through SEL, their influence on emotional literacy, resilience to stress, and conflict resolution skills. The potential of programs focused on nonviolent communication and the positive effects of SEL in reducing bullying and preventing teacher burnout are emphasized.
The article proposes further directions for implementing SEL in the school environment through the development of innovative methodological approaches, evaluation systems, and integration into educational standards that address contemporary societal challenges.