Assessing the impact of SEL programs on language proficiency and student well-being in English classes

The present study tests language proficiency and a sense of student well-being through the addition of Social-Emotional Learning (SEL) programmes in English classes. This research study narrows its focus to secondary school English Language Learners (ELLs). An intervention was conducted over 12 weeks using a culturally adapted SEL framework, namely Promoting Alternative Thinking Strategies (PATHS), with 60 students preferably from closely related cultural and linguistic backgrounds. Results indicate significant gains in both linguistic and socio-emotional outcomes. The quantitative results showed notable language improvement, including a 20% gain in speaking fluency and a reduction in incoherent writing and listening comprehension difficulties. Improved socio-emotional functioning manifested as enhancements in self-awareness and relationship skills, measured by the Devereux Student Strengths Assessment (DESSA). The focus group discussions provided qualitative insights, revealing deeper confidence and reduced anxiety in task performance in English. Students created a supportive class environment where they encouraged each other’s participation and language learning. Challenges noted include the development of culturally responsive SEL tools and the need for enhanced teacher training that integrates SEL practices in multilingual classroom settings. The findings demonstrate that SEL can help ELLs overcome not only language-related issues but also a range of socio-emotional challenges. These results have significant implications for educators and policymakers aiming to create inclusive, culturally responsive classrooms that support equitable outcomes for diverse learners.