A Correlational Study of Social Emotional Learning, Inclusive Practice, and Culturally Responsive Teaching

This study investigates the complex relationships between Social-Emotional Learning (SEL), inclusive practices, and culturally responsive teaching within a localized educational framework. Employing a quantitative correlational research design, the study surveyed a total of 138 Junior High School students at Valencia Colleges (Bukidnon), Inc. through a total enumeration sampling method. Data collection was executed using validated structured questionnaires, while the resulting data underwent rigorous statistical analysis involving weighted mean, Pearson Product-Moment Correlation, and multiple linear regression models. The findings revealed that the implementation of Social-Emotional Learning is generally perceived as moderate, with relationship skills emerging as the highest-scoring core competency among the five domains. Conversely, the results indicated that inclusive practices—particularly the dimensions of differentiated instruction and equity of participation—are already being observed to a high extent within the institution. Statistical evidence confirmed significant positive correlations between Social-Emotional Learning, inclusive practices, and the efficacy of culturally responsive teaching. The study concludes that while inclusivity and cultural responsiveness are firmly established in the current pedagogical landscape, the integration of SEL core competencies requires more intensive strengthening to ensure holistic student development and emotional resilience. Based on these outcomes, it is strongly recommended that school administrators and educators prioritize specialized professional development programs and curriculum enhancements that intentionally bridge SEL frameworks with culturally responsive strategies. Furthermore, the study emphasizes that continuous monitoring and strategic resource allocation are vital for sustained institutional impact. Future research should consider longitudinal or intervention-based models to further validate these findings across more diverse educational contexts and larger demographic scales.