Developing Social and Emotional Learning Wellness Intervention for Filipino Students: An Integrative Literature Review
DOI:
https://doi.org/10.69569/jip.2025.221Keywords:
Filipino students, Intervention, SEL, Social and emotional learning, WellnessAbstract
Despite widespread implementation of Social and Emotional Learning (SEL) programs globally, there is a lack of culturally and linguistically responsive research evaluating their effectiveness among Filipino learners. SEL interventions are becoming more extensive. In many nations, interest in SEL is growing daily (Turan, 2021). This study examines the implementation and impact of Social-Emotional Learning (SEL) on the well-being and academic performance of Filipino students through an integrative literature review. A total of 43 sources, including empirical studies (n=20), conceptual/theoretical papers (n = 13), and policy/practice resources (n=10), were reviewed. These sources, published between 2017 and 2025, offer insights into the effectiveness of SEL globally, with a focus on the Philippine context. This gap presents an opportunity to develop context-specific, low-cost SEL interventions that reflect students’ lived experiences in the Philippines. The review addresses three main research questions: (1) How is SEL implemented in classroom settings? (2) How does SEL influence students' well-being? (3) What SEL wellness interventions can be recommended for Filipino students? The findings reveal that well-implemented SEL programs significantly enhance students' social-emotional competencies, improving academic outcomes, classroom behavior, and interpersonal relationships. However, existing frameworks often lack cultural contextualization, limiting their relevance in the Philippine educational landscape. The study emphasizes the need for culturally responsive SEL strategies, considering Filipino students' unique social, familial, and academic pressures. Based on the reviewed literature, recommended interventions include breather wellness breaks, reflective journaling, and emotional regulator booths within classrooms to promote emotional resilience, self-awareness, and mental well-being, particularly in low-resource settings. This research highlights the need to adapt global SEL models to local realities to create inclusive, supportive environments that foster Filipino learners' academic success and holistic development.
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