Social–emotional architecture of adolescent success: a mixed-methods investigation of social–emotional learning pathways in Chinese secondary education

Findings underscore the protective role of SEL competencies in fostering digital resilience, academic engagement and psychosocial well-being, suggesting social and mental factors are greater determinants of problematic behavior than academic stress. This study provides one of the first empirical models linking SEL and digital behavior in a non-Western context, offering theoretical extensions to the CASEL model and practical guidance for school-based interventions. Implications for curriculum development and policy emphasize the urgent need to integrate SEL into national education strategies to support adolescent development in the digital era.