Embedding Social Emotional Learning in Public Early Childhood Programs: Lessons from India’s ICDS

Social Emotional Learning (SEL) is critical for holistic early childhood development, yet its integration into large-scale public programs remains inconsistent, particularly in low- and middle-income countries. This study examines the incorporation of SEL within India’s Integrated Child Development Services (ICDS), the world’s largest early childhood development program, focusing on children aged 3–6 in Anganwadi Centres (AWCs). While SEL is recognized in India’s Early Childhood Care and Education (ECCE) framework, its practical implementation within ICDS remains fragmented. Using Kingdon’s Policy Streams Model, this study explores how SEL can be embedded within public early childhood systems. The Delphi method was employed to gather expert insights, identifying key strategies, challenges, and opportunities. Findings highlight the need for a standardized SEL framework to ensure equitable access, while also addressing systemic barriers such as infrastructural constraints, overburdened Anganwadi workers, and regional disparities. This study contributes to global discussions on scaling SEL in public early education, offering insights for policymakers and educators. Key recommendations include integrating SEL into national curricula, strengthening workforce training, and fostering community-driven implementation. By bridging policy and practice, this research provides a roadmap for embedding SEL within early childhood programs globally. By aligning policy and practice, this research offers a roadmap to harness the potential of SEL for reimagining early childhood education under India’s evolving educational frameworks.