Compassion-based social, emotional, and ethical learning in Urban Indian classrooms: Insights from a large-scale implementation in two major cities of Maharashtra, India

This study presents one of the first large-scale exploratory evaluations of SEE Learning® in urban Indian elementary schools, offering novel insights into the contextual adaptation and developmental considerations of compassion-based social emotional learning (SEL) in low- and middle-income countries (LMICs). Conducted across nine schools in Maharashtra, India, the research assessed changes in students’ interpersonal and intrapersonal competencies, with a particular focus on gender related patterns in emotional and behavioral responses. Findings revealed increases in perspective-taking, empathic concern, self-compassion, and academic goal setting, alongside a decrease in emotional reactivity. However, increases in self-judgment and decreases in classroom connection were also observed, suggesting complex emotional shifts that may accompany the growing awareness that may be fostered by social and emotional development in the classroom. Challenges such as linguistic diversity, large class sizes, and limited instructional time affected program delivery and adaptation, emphasizing the need for targeted approaches by education policymakers to address structural challenges using culturally responsive approaches. The exploratory findings point to possible directions such as integrating SEL into national education frameworks, strengthening teacher capacity-building, and refining implementation strategies to ensure equitable access and effectiveness in diverse educational settings. This study contributes to broader discussions on SEL scalability and contextual adaptation in low- and middle-income countries, offering insights for education policymakers, practitioners, and researchers. As a policy response to ongoing SEL debates in India, the study highlights the need for culturally responsive, system-level integration. • This exploratory study presents the first large‑scale preliminary evaluation of SEE Learning implementation in Indian classrooms. • Students and teachers reported perceived improvements in students’ emotional regulation, empathy, and self‑compassion over the course of the program. • Successful implementation requires multilingual delivery and thoughtful cultural adaptations. • Teachers’ shifts toward facilitative and supportive pedagogy were central to program‑associated improvements. • Sustained teacher development and inclusive instructional practices may be critical for equitable SEL delivery.