Qualitative study on integration of Social-Emotional-Learning to improve learning outcome at Basic level of Education in North-East, Nigeria

This study explores the integration of Social Emotional Learning (SEL) in improving learning outcomes in Northeast Nigeria, a region grappling with conflict and socio-economic challenges. SEL promotes emotional intelligence, resilience, and interpersonal skills, which are critical for academic and life success. It was a descriptive survey research design that adopted a using qualitative approach was adopted for the study. Data were collected using focus group discussion and in-depth interviews conducted with teachers, students, and policymakers in Borno Adamawa and Yobe states, Nigeria alongside a review of SEL program documents implemented in similar contexts. The data collected was analysed using thematic analysis. The study concludes that Social-Emotional Learning (SEL) has the potential to enhance education, improve emotional stability, promote peacebuilding, and reduce conflict in Northeast Nigeria. Equipping students with SEL skills fosters resilience, social interaction, and academic success in conflict-affected areas. For SEL to be effective, it requires cultural adaptation, community involvement in policy formation, and teacher capacity building to ensure widespread adoption and sustainability. Based on the findings the recommends that the Northeast states government should develop policies to integrate Social-Emotional Learning (SEL) into the curriculum, with adaptations for conflict-affected areas; Train and re-train teachers on SEL programs should be prioritised to equip educators with the necessary skills and resources for effective implementation; and foster collaboration between the government, parents, religious leaders, and local communities is essential to address cultural concerns, ensure acceptance, and promote the sustainability of SEL initiatives. Keyword: Socio-Emotional Learning, Positive Social Relationship, Academic Outcomes, Emotional Well-being.