Social Emotional Learning Skills among Higher Secondary School Students: Determinants and Predictors

Abstract

Background: Schools play a vital role in fostering these competencies by providing supportive environments, structured guidance, and meaningful interactions. SEL is important for higher secondary students as they face academic pressure, career decisions, and social challenges. It supports their emotional well-being, academic success, and overall personality development, helping them become confident, responsible, and socially competent individuals. Aim:  This study investigates the level of Social Emotional Learning (SEL) skills among higher secondary school students, examines their association with selected personal variables, and identifies the most significant predictors and dominant dimensions of SEL. Place and Duration of Study: The study was conducted among 140 higher secondary students from Thanjavur and Cuddalore districts, Tamil Nadu, India, in March 2026. Participants were selected using random sampling from four schools. Study Design: A normative survey design was adopted. Methodology: Data were collected using the Social Emotional Learning Competency Questionnaire. The instrument comprises 25 items rated on a five-point Likert scale and measures five core dimensions: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The scale demonstrated satisfactory reliability (Cronbach’s α = 0.820) and high intrinsic validity (0.905). Data analysis was performed using IBM SPSS (Version 23), employing descriptive statistics, t-tests/ANOVA, correlation, and multiple regression analysis. Results: The findings reveal that higher secondary students exhibit a very high level of SEL skills (score range: 101–125). Significant differences in SEL were observed with respect to school type, father’s occupation, mother’s occupation, and parental monthly income. Multiple regression analysis indicated that mother’s occupation is the strongest predictor of SEL, followed by school type, while locality showed a comparatively smaller yet statistically significant contribution. Dimension-wise analysis identified relationship skills (β = 0.852) and responsible decision-making (β = 0.811) as the most dominant components of SEL, followed by self-management (β = 0.795), self-awareness (β = 0.692), and social awareness (β = 0.592). Conclusion: The study highlights the critical role of familial and institutional factors in shaping students’ SEL competencies. The findings underscore the need for targeted interventions within schools and families to strengthen key SEL dimensions, particularly relationship skills and responsible decision-making, to support holistic student development.