Perceptions, challenges and opportunities of system-level social emotional learning interventions in India

This article examines the implementation of Social Emotional Learning (SEL) initiatives in India's public education system, focusing on three states: Delhi, Uttarakhand and Nagaland. Within the context of India's expansive public education network serving over 167 million students (UDISE, 2022) and the National Education Policy 2020's emphasis on education as “ a great leveller and the best tool for achieving economic and social mobility, inclusion and equality , ” this article maps seven key policymakers' perceptions of SEL integration in public schools. Through interviews with education department officials, the study reveals growing institutional support for social emotional wellbeing in education, particularly as it relates to future-ready skills development. The findings highlight policymakers' perspectives on SEL's potential impact on student mental wellbeing, moral development, academic achievement and life preparedness, while underscoring the critical role of teachers and school systems in successful implementation. It indicates a fundamental paradigm shift among policymakers interviewed from viewing education as merely knowledge transfer to a comprehensive system supporting both academic and social emotional development. This analysis provides insights into how SEL is being conceptualized and advanced at the state level within India's public education policy framework.