The Effects Of Social And Emotional Learning On Student Well-Being Case Study Somalia

Abstract

This investigates the impact of social and emotional learning (SEL) programmes on student well-being in Somalia, a context marked by socio-political instability and cultural challenges. The research addresses the critical question of how educational interventions can enhance mental health outcomes among students. Through a mixed-methods approach, incorporating qualitative data from interviews and focus groups with educators, students, and mental health professionals, alongside quantitative assessments of student well-being pre- and post-SEL implementation, the study reveals significant improvements in emotional regulation, interpersonal relationships, and overall mental health. Findings indicate that students who participated in SEL programmes reported increased resilience, lower levels of anxiety, and improved academic engagement. The significance of these results lies in their contribution to the understanding of effective educational strategies in regions facing acute socio-cultural stressors, highlighting the potential for SEL to act as a vital component of student mental health initiatives. Furthermore, this study underscores the necessity for integrating SEL into the broader educational curriculum in Somalia and similar contexts, suggesting that such programmes can be pivotal in fostering a more stable and supportive learning environment. The implications of this research extend to the field of healthcare by advocating for a holistic approach to student well-being that encompasses emotional education as a pathway for improving mental health outcomes and resilience in vulnerable populations.