Social-emotional Learning for Bullying Prevention and Adolescent Mental Well-Being: A Systematic Review

Introduction Social-Emotional Learning (SEL) has received increasing acknowledgment for its role in fostering adolescents' mental well-being and preventing bullying. However, the impact of SEL programs varies across cultural contexts, and challenges remain in their long-term implementation and sustainability. This study aims to examine the impact of SEL on adolescent mental well-being, social-emotional competence, and bullying prevention. It also explores the challenges and considerations involved in implementing SEL programs across different socio-cultural contexts. Methods A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Relevant empirical studies, meta-analyses, narrative reviews, and conceptual papers on SEL programs were analyzed to evaluate their effectiveness. Key themes such as social-emotional development, school climate, and cultural adaptation were assessed to determine best practices and challenges in SEL implementation. Results Findings indicate that SEL interventions significantly enhance adolescents' mental well-being, improve their social-emotional competence, and contribute to a reduction in bullying. Studies also highlight the importance of culturally relevant SEL adaptations to ensure program effectiveness. Discussion Despite these positive outcomes, challenges such as inadequate teacher training, resource limitations, and the need for long-term evaluations persist in SEL implementation. Conclusion While SEL programs are effective in improving adolescent well-being and reducing bullying, addressing contextual challenges and ensuring culturally appropriate adaptations are essential for sustainable and impactful implementation across diverse settings.