The Implementation of Social-Emotional Learning in Contemporary High School Education: Challenges, Strategies and Future Directions

Chenyu Yang

doi:10.54254/2753-7048/2025.ND25216

Lecture Notes in Education Psychology and Public MediaOpen access

The Implementation of Social-Emotional Learning in Contemporary High School Education: Challenges, Strategies and Future Directions

Research Article

Open Access

The Implementation of Social-Emotional Learning in Contemporary High School Education: Challenges, Strategies and Future Directions

Chenyu Yang ^1*

¹ Beijing Normal-Hong Kong Baptist University

^*Corresponding author: Chenyuyang168@163.com

Published on 20 July 2025

LNEP Vol.109

ISSN (Print): 2753-7056

ISSN (Online): 2753-7048

ISBN (Print): 978-1-80590-281-2

ISBN (Online): 978-1-80590-282-9

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Abstract

Social Emotional Learning (SEL) refers to the process by which individuals develop self-awareness, self-management, social awareness, interpersonal skills and responsible decision-making abilities at the cognitive, emotional and behavioral levels. As China's high school education matures, SEL has emerged as a significant topic within the educational landscape, driven by the diversification of educational goals and an increased focus on students' mental health. This paper aims to systematically examine SEL theory in the context of the high school educational system, analyze the challenges it may face in contemporary implementation, and propose targeted solutions to provide theoretical support and solutions for the further promotion and practice of SEL teaching in Chinese high schools. The findings reveal that the practicality of SEL has been widely recognized, part reason of this circumstance is because according to relevant studies, SEL can not only improve academic performance, but also significantly improve their mental health and social adaptability.

Keywords:

social emotional learning, high school education, cultural conflict, training system, mental health

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References

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References

[1]. CASEL. (2015). What is SEL? Collaborative for Academic, Social, and Emotional Learning. https: //casel.org/what-is-sel/

[5]. Li, H., & Zhang, Y. (2022). Social and Emotional Learning in China: Challenges and Opportunities. Beijing: China Education Press

[9]. Minnesota Department of Education. (2020). Professional Development and Evaluation Framework. https: //education.mn.gov/MDE/districts_schools/educator_effectiveness/professional_development/

[10]. Massachusetts Department of Elementary and Secondary Education. (2020). Teacher Professional Development and Evaluation Guide. https: //www.doe.mass.edu/tpde/

Cite this article

Yang,C. (2025). The Implementation of Social-Emotional Learning in Contemporary High School Education: Challenges, Strategies and Future Directions. Lecture Notes in Education Psychology and Public Media,109,11-16.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

About volume

Volume title: Proceedings of ICEIPI 2025 Symposium: Understanding Religious Identity in Educational Contexts

ISBN: 978-1-80590-281-2(Print) / 978-1-80590-282-9(Online)

Editor: Kurt Buhring

Conference website: https://www.iceipi.org

Conference date: 20 August 2025

Series: Lecture Notes in Education Psychology and Public Media

Volume number: Vol.109

ISSN: 2753-7048(Print) / 2753-7056(Online)

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