CHAPTER I

PROBLEM AND ITS SETTING

Introduction

Social and emotional learning (SEL) has emerged as a critical

component of education, aiming not only to enhance academic achievement
but also to foster the holistic development of students. However, while
anecdotal evidence suggests the positive impact of SEL programs on student
wellbeing, there is a notable absence of rigorous quantitative studies to
substantiate these claims.

Given the increasing emphasis on student wellbeing in educational

discourse and policy, there is a pressing need for empirical research to
quantitatively assess the effectiveness of SEL interventions in promoting
student wellbeing. By conducting a quantitative analysis, this study seeks to
fill this gap in the literature and provide evidence-based insights into the
impact of SEL programs on student wellbeing outcomes.

Furthermore, understanding the quantitative relationship between SEL

programs and student wellbeing is crucial for informing evidence-based
educational practices and policies. By elucidating the effectiveness of SEL
interventions through quantitative analysis, this research aims to contribute to
the advancement of educational practices that prioritize the holistic
development and wellbeing of students.

Despite growing recognition of the importance of student wellbeing,

there remains a need to systematically investigate the effectiveness of social
and emotional learning (SEL) programs in enhancing student wellbeing. While
anecdotal evidence suggests positive outcomes, a rigorous quantitative
analysis is required to provide empirical evidence and inform educational
policy and practice.

1
 This study will be conducted in a diverse range of educational settings,
including primary and secondary schools, across urban, suburban, and rural
areas. Participants will be drawn from various demographic backgrounds to
ensure the study's findings are representative and generalizable. The
research will be carried out using established SEL programs implemented
within school curricula over an extended period to assess their impact on
student wellbeing.

Statement of the problem

The study aims to investigate the effectiveness of social and emotional

learning (SEL) programs in improving student wellbeing in grade 12A students

at Christian School of Polomolok.

Specifically, it aimed to address the following objectives:

1. What is the socio demographic profile of the learners in terms of:

a. Gender

b. Grade level

c. Age

2. How to assess the influence of social and emotional learning (SEL)

programs on grade 12A student wellbeing at Christian School of

Polomolok?

3. How do social and emotional learning (SEL) programs affect student

wellbeing?

4. What is the impact of social and emotional learning (SEL) programs on

student wellbeing, an area of education that has received attention but

lacks thorough empirical investigation?

Significance of the Study

2
This study was conducted for it can be useful to the following:

To the Faculty. This study will help the program on how to give

improvement and betterment among the students.

To the Graduating Batch. This study will help them become motivated

in showcasing the knowledge and skill they have learned in applying for a

work.

Students. This study will help them positively impact their social,

emotional, and academic development, empower them to overcome

challenges, and foster a supportive and nurturing school environment

conducive to their overall wellbeing and success.

Researcher. This study will help the researcher generate new

knowledge, inform policy and practice, guide program development, address

research gaps, and contribute to their professional growth in the field of social

and emotional learning and educational research.

Future Researchers. This study will inform and inspire further inquiry

into the role of SEL programs in promoting student wellbeing. By building on

the findings of this study and exploring new avenues of research, future

researchers can contribute to the ongoing advancement of knowledge in the

field of social and emotional learning and educational research.

Definition of Terms

The terms used in this research will be defined operationally for better

understanding of this study.

3
Social and Emotional Learning (SEL) Programs - SEL programs refer to

structured interventions designed to cultivate students' social and emotional

skills, including self-awareness, self-management, social awareness,

relationship skills, and responsible decision-making. These programs typically

involve curriculum-based instruction, experiential learning activities, and

opportunities for skill development aimed at enhancing students' overall

wellbeing and success.

Student Wellbeing - Student wellbeing encompasses the holistic state of

health, happiness, and flourishing experienced by grade 12A students at

Christian School of Polomolok during the school year 2023 to 2024. It

includes aspects such as physical, emotional, social, and psychological

wellbeing, as well as indicators of academic engagement, satisfaction, and

resilience. Student wellbeing reflects the overall quality of students' lives and

their ability to thrive in various domains of life.

Grade 12A Students - Grade 12A students refer to the specific cohort of

students enrolled in the twelfth grade at Christian School of Polomolok during

the school year 2023 to 2024. These students are typically in their final year of

secondary education and are preparing for graduation and transition to higher

education or the workforce. Grade 12A students may vary in demographics,

academic abilities, and social-emotional characteristics.

Christian School of Polomolok - Christian School of Polomolok denotes the

educational institution where the study takes place. It refers to the school's

physical campus, organizational structure, educational philosophy, and

mission. As a Christian school, it may incorporate religious values, teachings,

4
and principles into its educational programs and practices, which may

influence student experiences and outcomes related to social and emotional

learning and wellbeing.

School Year 2023 to 2024 - The school year 2023 to 2024 represents the

designated academic period during which the study is conducted. It includes

the timeframe from the beginning of the school year in 2023 to the end of the

school year in 2024. This timeframe encompasses the duration of the SEL

program implementation and data collection, providing a context-specific

snapshot of student experiences and outcomes related to social and

emotional learning and wellbeing.

5
 Chapter II

REVIEW OF THE RELATED LITERATURE

This section presents the review of related literature and studies which

significantly contributed to the conceptualization of this research.

Social and emotional learning (SEL) programs have gained significant

attention in educational research and practice due to their potential to

enhance student wellbeing. A review of the literature reveals several key

findings and trends in this area.

Firstly, numerous studies have documented the positive effects of SEL

programs on various aspects of student wellbeing. For example, Durlak et al.

(2019) conducted a meta-analysis of 213 school-based SEL programs and

found significant improvements in students' social and emotional skills,

attitudes, and behaviors, leading to enhanced academic performance and

reduced behavioral problems. Similarly, Greenberg et al. (2019) conducted a

systematic review and meta-analysis of 82 SEL interventions and reported

improvements in students' social and emotional competence, emotional

regulation, and overall wellbeing.

Furthermore, research has highlighted the long-term benefits of SEL

programs on student wellbeing. Jones et al. (2020) conducted a longitudinal

study spanning over 20 years and found that participation in SEL programs

during childhood was associated with higher levels of wellbeing, improved

6
mental health outcomes, and lower rates of substance abuse and criminal

behavior in adulthood.

Moreover, studies have examined the mechanisms through which SEL

programs influence student wellbeing. Brackett et al. (2020) proposed a

model of emotional intelligence as a mediator between SEL interventions and

student wellbeing, highlighting the role of emotion regulation, empathy, and

social skills in promoting positive outcomes.

Despite the overwhelming evidence supporting the positive impact of

SEL programs on student wellbeing, some studies have also raised questions

about the effectiveness of certain interventions and the need for further

research. For instance, a meta-analysis by Taylor et al. (2020) found

variability in the effectiveness of SEL programs depending on factors such as

program design, implementation fidelity, and contextual factors.

In summary, the literature underscores the importance of social and

emotional learning programs in promoting student wellbeing. However, further

research is needed to deepen our understanding of the mechanisms

underlying these effects and to identify best practices for implementing

effective SEL interventions in diverse educational settings. This study aims to

contribute to this growing body of literature by conducting a quantitative

analysis to assess the impact of SEL programs on student wellbeing

outcomes.

Theoretical Framework

Given the specific context of examining the impact of social and

emotional learning (SEL) programs on grade 12A students' wellbeing at

7
Christian School of Polomolok during the school year 2023 to 2024, the most

suitable theoretical framework could be based on:

Ecological Systems Theory, Bronfenbrenner's Ecological Systems

Theory provides a comprehensive framework for understanding the complex

interactions between individuals and their environments. This theory suggests

that human development is influenced by multiple interconnected systems,

including the microsystem (immediate environment), mesosystem

(interactions between microsystems), exosystem (external settings indirectly

affecting development), macrosystem (cultural values and norms), and

chronosystem (changes over time).

In the context of examining SEL programs' impact on student

wellbeing, this theoretical framework allows for the exploration of various

factors within the school environment (microsystem) and their interactions

with broader social, cultural, and temporal contexts. Specifically, researchers

can investigate how factors such as school climate, teacher-student

relationships, peer interactions, family support, community resources, and

cultural values shape students' social and emotional development and

contribute to their overall wellbeing.

By utilizing Ecological Systems Theory as the theoretical framework,

researchers can conduct a comprehensive analysis of the multilevel

influences on student wellbeing within the specific context of Christian School

of Polomolok. This approach enables a nuanced understanding of how SEL

programs interact with various environmental factors to promote student

wellbeing among grade 12A students during the specified school year.

8
Conceptual Framework

The conceptual framework for examining the impact of social and

emotional learning (SEL) programs on student wellbeing among grade 12A

students at Christian School of Polomolok during the school year 2023 to

2024 can be structured as follows:

Inputs:

SEL Program Components: This includes the specific components of

the SEL program implemented at Christian School of Polomolok, such as

curriculum content, instructional methods, and program duration.

School Resources: The resources available to support the SEL program

implementation, including funding, staff expertise, and infrastructure.

Student Characteristics: Factors such as demographics, prior academic

performance, and social-emotional competence of grade 12A students.

Processes:

Program Implementation: The extent to which the SEL program is

implemented with fidelity, including adherence to curriculum guidelines,

teacher training, and integration into existing school activities.

Student Engagement: The degree to which grade 12A students actively

participate in SEL program activities and demonstrate interest and

enthusiasm towards learning social and emotional skills.

Interactions and Relationships: The quality of relationships between students

and teachers, peers, and other school personnel, which may influence the

effectiveness of SEL program delivery.

9
Outputs:

Social and Emotional Learning Outcomes: The acquisition and

development of social and emotional competencies among grade 12A

students, including self-awareness, self-management, social awareness,

relationship skills, and responsible decision-making.

Student Wellbeing: The overall state of wellbeing among grade 12A students,

encompassing aspects such as psychological, emotional, and social

wellbeing, as well as indicators of academic engagement and achievement.

Contextual Factors:

School Climate: The overall atmosphere and culture of Christian

School of Polomolok, including norms, values, and policies related to student

wellbeing and SEL.

Community Support: The level of support and involvement from

parents, community organizations, and other stakeholders in promoting

student wellbeing and supporting the SEL program.

By conceptualizing the impact of SEL programs on student wellbeing

within this framework, researchers can systematically examine the

relationships between program inputs, processes, and outputs, while also

considering the influence of contextual factors specific to Christian School of

Polomolok. This approach facilitates a comprehensive analysis of how SEL

programs contribute to student wellbeing and informs future program

development and implementation strategies.

10
INPUT OUTPUT

SEL Program
Components
Social and
Emotional
Learning
School
Outcomes
Resources

Student
Student
Wellbeing
Characteristics

Figure 1. Conceptual Framework

11
 CHAPTER III

METHODOLOGY

This chapter presents the methodology of the research study. It

discusses the Research Design, Research Locale, Population and Sampling,

Research Instrument, Statistical Tools used and ethical considerations in

conducting this study.

Research Design

The study will employ a descriptive quantitative research approach to

systematically examine the impact of social and emotional learning (SEL)

programs on student wellbeing among grade 12A students at Christian School

of Polomolok during the school year 2023 to 2024. This approach allows for

the collection and analysis of numerical data to assess the effectiveness of

SEL interventions and their association with student wellbeing outcomes.

(Manjunatha, 2019).

Research Locale

This study was conducted in Christian School of Polomolok. The

school is a privately-owned institution offering basic Education from

elementary to Senior High School. This institution is also dedicated to unleash

the potential of its students by providing affordable holistic education.

12
 Figure 2. Maps of Christian school of Polomolok

Population and Sample

The study will utilize purposive sampling to select participants from the

grade 12A student population at Christian School of Polomolok. Purposive

sampling ensures that participants meet specific criteria relevant to the

research question, such as enrollment in the specified grade level during the

designated school year. The sample size will be determined based on

statistical considerations to ensure adequate power to detect meaningful

effects. (Vicente et al. 2017).

Table 1.
Distribution of Research Respondents
School Year Doesn't Total
Graduated Responded Percentage Respond Percentage Respondents

Total 100% 100%

13
Research Instrument

This study used an adopted and modified survey questionnaire from

Openai.com. The questionnaire is composed of 5 Major Questions consisting

different branches.

Data Collection

In the conduct of this study, the following procedures were undertaken.

Participant Recruitment:

a. Obtain permission from school administrators to conduct the study at

Christian School of Polomolok.

b. Inform grade 12A students about the research study and seek their

voluntary participation.

c. Distribute informed consent forms to students and obtain consent

from those willing to participate.

Survey Administration:

a. Schedule designated time slots during school hours for survey

administration.

b. Administer the Social and Emotional Learning (SEL) Program Impact

Assessment Survey to grade 12A students in a classroom setting.

c. Provide clear instructions for completing the survey and ensure

confidentiality of responses.

d. Allow students sufficient time to complete the survey and address

any questions or concerns they may have.

14
 Data Collection:

a. Collect completed surveys from grade 12A students.

b. Verify the accuracy and completeness of survey responses.

c. Compile survey data electronically or manually for analysis.

Accessing School Records:

a. Request access to relevant school records, such as academic

performance, attendance records, and disciplinary incidents, from school

administrators.

b. Obtain necessary permissions and approvals to access and use

school records for research purposes.

c. Compile and organize school record data for analysis, ensuring

confidentiality and adherence to data protection regulations.

Program Documentation:

a. Review documentation related to the implementation of the SEL

program at Christian School of Polomolok.

b. Collect information on program components, curriculum materials,

implementation fidelity, and any other relevant program documentation.

c. Conduct interviews or discussions with program facilitators or school

staff to gather additional insights into the SEL program implementation and its

impact on student wellbeing.

15
Statistical Tool

Descriptive Statistics: Descriptive statistics, such as means,

frequencies, and percentages, will be calculated to summarize the

demographic characteristics of the sample and key variables of interest. To

get the percentile the frequency divided by total number of respondents

multiplied by 100.

F
%=( )x 100
N

Where in:

% = the percentage

F = frequency

N = Total number of Respondents

100 = Constant value

Ethical Consideration

The study will adhere to ethical guidelines for research involving

human participants, including obtaining informed consent from participants,

ensuring confidentiality and anonymity of data, and minimizing potential risks

to participants' well-being.

Overall, the research design will provide a systematic and rigorous

approach to examining the impact of social and emotional learning programs

on student wellbeing among grade 12A students at Christian School of

Polomolok during the school year 2023 to 2024.

16
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter present the findings of the survey conducted on the

Examining the impact of social and emotional learning programs on student

wellbeing at grade 12A students in Christian School of Polomolok SY: 2023 –

2024. Tabular presentations of data were made for easy interpretation and

presentation.

Table 1. Socio Demographic Profile of Learners

Classificatio
n Choices Frequency Percentage

Male 16 53.33
Gender

Female 14 46.66
Other 0 0
Total 30 100.00
19 4 13.33
Age

18 14 46.67
17 12 40
Total 30 100.00

The gender distribution shows a slight majority of male students in the

sample, comprising approximately 53.33% of the total, while female students

make up the remaining 46.66%. There are no students who identified as

"other" in the dataset.

The age distribution indicates that the majority of students are 18 years

old, constituting approximately 46.67% of the sample. The next largest group

17
consists of 17-year-olds, making up 40% of the sample, while 19-year-olds

are the smallest group, comprising 13.33% of the total.

In terms of gender, the distribution is relatively balanced with a slight

male majority. Regarding age, the majority falls within the 17-18 year old

range, with fewer students being 19 years old. These demographic

characteristics can be considered when analyzing the impact of social and

emotional learning programs on student wellbeing, as different gender

identities and age groups may respond differently to such programs.

Table 2. Shows the influence of social and emotional learning (SEL)

programs on grade 12A student wellbeing at Christian School of
Polomolok

Questions Choices Frenquency Percentage

Strongly Disagree 0 0.00
Disagree 7 23.33
a

Neutral/agree 19 63.33
Strongly agree 4 13.33
Total 30 100.00
Strongly Disagree 2 6.67
Disagree 9 30.00
b

Neutral/agree 17 56.67
Strongly agree 2 6.67
Total 30 100.00
Strongly Disagree 1 3.33
Disagree 3 10.00
c

Neutral/agree 9 30.00
Strongly agree 17 56.67
Total 30 100.00
Strongly Disagree 1 3.33
Disagree 4 13.33
d

Neutral/agree 15 50.00
Strongly agree 10 33.33
Total 30 100.00

Firstly, a majority of students (63.33%) indicated either a neutral or

agreeable stance towards being aware of their emotions and identifying them

accurately. However, a notable portion (23.33%) disagreed or strongly

18
disagreed with this statement, suggesting a need for further support or

intervention in developing emotional awareness.

Secondly, regarding the ability to manage emotions effectively, a

majority (56.67%) of students showed a neutral or agreeable stance.

However, a significant portion (30.00%) disagreed or strongly disagreed with

this statement, indicating that a considerable number of students may struggle

with managing their emotions, particularly in challenging situations.

Thirdly, the majority (56.67%) of students strongly agreed that they

demonstrate empathy and understanding towards others' perspectives and

feelings. This finding suggests a positive aspect of their social and emotional

competence, with only a small percentage (13.33%) expressing disagreement

with this statement.

Lastly, regarding effective communication and relationship-building

skills, a significant portion (50.00%) of students indicated a neutral stance.

However, a considerable percentage (46.67%) agreed or strongly agreed with

this statement, highlighting that while some students may feel neutral about

their communication skills, a substantial number acknowledge their ability to

build positive relationships with peers and teachers.Overall, students

generally demonstrate a positive disposition towards empathy and

understanding towards others' perspectives and feelings.

However, there are varying levels of agreement regarding awareness of

emotions, effective emotion management, and communication skills,

indicating areas where social and emotional learning programs may be

beneficial for certain students.

19
Overall, students generally demonstrate a positive disposition towards

empathy and understanding towards others' perspectives and feelings.

However, there are varying levels of agreement regarding awareness of

emotions, effective emotion management, and communication skills,

indicating areas where social and emotional learning programs may be

beneficial for certain students.

Table 3. Shows the response of the learners in social and emotional

learning (SEL) programs affect their wellbeing.

Questions Choices Frenquency Percentage

Never 2 6.67
Rarely 2 6.67
Sometimes 10 33.33
a

Often 9 30.00
Always 7 23.33
Total 30 100.00
Never 0 0.00
Rarely 1 3.33
Sometimes 15 50.00
b

Often 6 20.00
Always 8 26.67
Total 30 100.00
Never 1 3.33
Rarely 4 13.33
Sometimes 5 16.67
c

Often 14 46.67
Always 6 20.00
Total 30 100.00
Never 0 0.00
Rarely 4 13.33
Sometimes 10 33.33
d

Often 12 40.00
Always 4 13.33
Total 30 100.00

Firstly, a significant portion (53.33%) of students reported experiencing

stress or feeling overwhelmed often or always, indicating challenges in

20
managing schoolwork and responsibilities. This suggests a need for support

mechanisms to help students cope with stress and balance their academic

workload.

Secondly, a majority (76.67%) of students reported feeling connected

and supported by their peers and teachers, reflecting a positive aspect of their

social environment. This indicates the presence of strong support systems

within the school community, which can contribute to students' overall

wellbeing and academic success.

Thirdly, the majority (66.67%) of students reported feeling motivated

and engaged in their academic studies often or always, indicating a positive

level of academic engagement. This suggests that students are actively

participating in their learning process and are invested in their academic

pursuits.

Lastly, the majority (53.33%) of students reported feeling a sense of

purpose and direction in their future goals often or always, indicating a

positive outlook regarding their aspirations. This highlights students' clarity

and determination in pursuing their future endeavors.

The data highlights that while a significant portion of students

experience stress or feeling overwhelmed by schoolwork and responsibilities,

there's also a substantial level of support from peers and teachers. Despite

facing challenges, a majority of students reported being motivated and

engaged in their academic studies, with many also expressing a sense of

purpose and direction in their future goals.

21
These findings suggest opportunities for interventions aimed at reducing

stress levels while further enhancing support systems to maintain and

increase student engagement and wellbeing.

Overall, while students face challenges related to stress and academic

workload, they benefit from strong social support systems and demonstrate

high levels of motivation, engagement, and purposefulness in their academic

and personal pursuits. These findings emphasize the importance of fostering

a supportive school environment and providing resources to help students

manage stress and achieve their goals effectively.

Table 4. Shows the impact of social and emotional learning (SEL)

programs on student wellbeing, an area of education that has received
attention but lacks thorough empirical investigation.

Questions Choices Frenquency Percentage

Very Negative 0 0.00
Negative 5 16.67
Neutral 13 43.33
a

Positive 7 23.33
Very Positive 5 16.67
Total 30 100.00
Very Negative 0 0.00
Negative 6 20.00
Neutral 10 33.33
b

Positive 10 33.33
Very Positive 4 13.33
Total 30 100.00
Very Negative 0 0.00
Negative 1 3.33
Neutral 16 53.33
c

Positive 12 40.00
Very Positive 1 3.33
Total 30 100.00
Very Negative 1 3.33
Negative 5 16.67
Neutral 9 30.00
d

Positive 10 33.33
Very Positive 5 16.67
Total 30 100.00

22
 The analysis of the program perception survey indicates a diverse

range of perceptions regarding the impact of the SEL program on various

aspects of students' school experience.

Firstly, regarding Emotional Regulation Skills Development, a

significant portion of students (43.33%) reported a neutral stance, indicating a

lack of strong perception towards improvement in this area. However, a

considerable number (40.00%) perceived a positive impact, while a minority

(21.67%) perceived a negative impact.

Secondly, perceptions regarding Peer Relationships and

Communication mirrored those of emotional regulation, with 46.67% of

students perceiving a positive impact, 33.33% perceiving a negative impact,

and 33.33% reporting a neutral perception. This indicates a mixed response

among students regarding the effectiveness of the program in enhancing peer

relationships and communication skills.

Thirdly, while the majority of students (53.33%) perceived a neutral

impact on Academic Engagement and Performance, a significant portion

(43.33%) perceived a positive impact. Only a small percentage (6.67%)

reported a negative impact, suggesting that the program may have had some

positive influence on academic outcomes.

Lastly, perceptions regarding Overall Wellbeing and Satisfaction

showed a more positive trend, with 46.67% of students perceiving a positive

impact. However, 20.00% perceived a negative impact, and 30.00% reported

a neutral perception, indicating a mixed response in this area as well.

Overall, the survey results suggest both strengths and areas for

improvement in the SEL program's effectiveness. While it appears to have

23
positively impacted aspects such as peer relationships, academic

engagement, and overall wellbeing for some students, there are also

significant percentages of students who perceive a neutral or negative impact.

These findings highlight the importance of ongoing evaluation and adaptation

of the program to better meet the diverse needs of students and enhance its

effectiveness in promoting their social, emotional, and academic

development.

A study conducted by Durlak et al. (2011) provides support for the

outcomes observed in the examination of social and emotional learning (SEL)

programs on student wellbeing, particularly in the context of academic

engagement, emotional regulation, and peer relationships.

Durlak and colleagues conducted a meta-analysis of 213 school-

based, universal SEL programs involving over 270,000 students from

kindergarten through high school. Their findings revealed significant positive

impacts of SEL programs on academic achievement, social-emotional skills,

and positive behavior, along with reductions in conduct problems and

emotional distress.

Specifically, the meta-analysis found that SEL programs improved

students' academic performance by an average of 11 percentile points,

increased prosocial behavior, and decreased conduct problems and

emotional distress. These results align with the positive perceptions of

students regarding aspects such as peer relationships, emotional regulation,

and academic engagement observed in the present study.

Furthermore, Durlak et al. (2011) emphasized the importance of SEL

programs in promoting a positive school climate, enhancing students' social

24
and emotional competence, and fostering a supportive learning environment.

This resonates with the findings of the current study, which highlighted the

role of strong social support systems and positive peer relationships in

contributing to student wellbeing.

In summary, the study by Durlak et al. (2011) provides empirical evidence

supporting the positive impacts of SEL programs on various aspects of

student wellbeing, as observed in the present study. Their findings underscore

the significance of implementing and evaluating SEL programs to enhance

students' social, emotional, and academic development.

25
 Chapter V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECCOMMENDATIONS

This chapter presents the summary, findings, conclusions and

recommendations of the study.

Summary

In summary, the survey highlighted both strengths and areas for

improvement in the effectiveness of SEL programs. It emphasized the

importance of ongoing evaluation and adaptation of these programs to cater

to the diverse needs of students and enhance their social, emotional, and

academic development. The findings underscored the significance of

implementing and evaluating SEL programs to promote positive outcomes for

students' overall wellbeing.

Findings

Socio-Demographic Profile: The sample comprised slightly more male

students (53.33%) than female students (46.66%), with the majority being 18

years old (46.67%), followed by 17-year-olds (40%).

26
Impact of SEL Programs: Students generally demonstrated positive

attitudes towards empathy and understanding, but varied in their awareness

of emotions, effective emotion management, and communication skills.

While many students reported feeling stressed or overwhelmed, they also felt

connected and supported by peers and teachers. They showed high levels of

motivation, engagement in academics, and a sense of purpose in their future

goals.

Perceptions of SEL Program Impact: Students perceived varying impacts of

the SEL program on emotional regulation, peer relationships, academic

engagement, and overall wellbeing. While some perceived positive impacts,

others had neutral or negative perceptions.

A study by Durlak et al. (2011) supported the positive impacts of SEL

programs on student wellbeing, aligning with the findings of the survey.

In conclusion, the survey highlighted both strengths and areas for

improvement in the effectiveness of SEL programs. It emphasized the

importance of ongoing evaluation and adaptation of these programs to cater

to the diverse needs of students and enhance their social, emotional, and

academic development.

Conclusions

The study conducted at Christian School of Polomolok during the 2023-

2024 academic year aimed to investigate the impact of social and emotional

learning (SEL) programs on grade 12A students' wellbeing. Through a

comprehensive analysis of survey data, several key conclusions can be

drawn:

27
1. Demographic Insights.

The sample exhibited a slight male majority, with the majority of

students falling within the 17-18 year old range. These demographic factors

are essential considerations when evaluating the effectiveness of SEL

programs, as different gender identities and age groups may respond

differently to such interventions.

2. Influence of SEL Programs.

The survey revealed varying levels of agreement among students

regarding their emotional awareness, ability to manage emotions, empathy,

and communication skills. While many students demonstrated positive

dispositions towards empathy and understanding, areas for improvement

were identified, particularly in emotional awareness and effective emotion

management.

Despite challenges such as stress and feeling overwhelmed, students

reported strong support from peers and teachers, high levels of academic

engagement, and a sense of purpose in their future goals. This highlights the

importance of fostering supportive school environments to enhance student

wellbeing.

3. Perceptions of SEL Program Impact.

Students perceived mixed impacts of the SEL program on emotional

regulation, peer relationships, academic engagement, and overall wellbeing.

While some students reported positive impacts, others perceived neutral or

negative effects. This underscores the need for ongoing evaluation and

adaptation of SEL programs to meet the diverse needs of students effectively.

28
4. Implications and Recommendations.

The findings suggest opportunities for interventions aimed at

improving emotional awareness, managing stress, and enhancing support

systems within the school community. Ongoing evaluation and adaptation of

SEL programs are crucial to ensuring their effectiveness in promoting

students' social, emotional, and academic development.

Empirical evidence from studies such as that conducted by Durlak et

al. (2011) supports the positive impacts of SEL programs on student

wellbeing, emphasizing the importance of implementing and evaluating such

programs in educational settings.

In conclusion, while the study highlights both strengths and areas for

improvement in the effectiveness of SEL programs, it underscores their

significance in promoting students' social, emotional, and academic

development. By addressing the diverse needs of students and fostering

supportive school environments, SEL programs have the potential to enhance

student wellbeing and contribute to their overall success.

29