Bridging Academic Rigor and Emotional Development: Teachers’ Perceptions of Social-Emotional Learning in Indian Higher-Secondary Education

This qualitative study examines the perceptions of higher-secondary school teachers in India regarding the integration of Social Emotional Learning (SEL) into classrooms amid the demands of academic rigor. Grounded in Bronfenbrenner’s Ecological Systems Theory, the research utilized semi-structured interviews to explore how teachers conceptualize SEL, recognize its benefits, and address implementation challenges. Key findings indicate that while teachers acknowledge the importance of SEL, students exhibit resistance to SEL classes, primarily due to a lack of motivation and limited exposure to formal SEL frameworks such as CASEL. Data were collected through semi-structured interviews with teachers from various educational boards and analyzed using thematic analysis. This study underscores the conceptualization of SEL by higher-secondary teachers and calls for a shift in educational paradigms to balance academic demands with socio-emotional development. The findings offer valuable insights for policymakers, educators, and curriculum developers to create inclusive strategies that support holistic student growth. By contextualizing SEL within the socio-cultural and academic framework of Indian higher-secondary education, this research contributes to the expanding discourse on student mental health and the preparedness of teachers to address SEL in their classrooms.