Socio-emotional Intelligence of Frustration Level Readers

This study assessed the socio-emotional intelligence of frustration-level readers in a secondary school in Negros Occidental, Philippines, during School Year 2022–2023, as a basis for enhancing an existing school reading program. A quantitative descriptive-survey design was employed involving 35 purposively selected junior high school students from Grades 7–10. Data were collected using a Hiligaynon-translated Panorama Social Emotional Learning Survey and analyzed through means and standard deviations. Findings revealed that respondents demonstrated high growth mindset (M = 3.77), average grit (M = 2.74), self-management (M = 3.07), social awareness (M = 3.36), and self-efficacy (M = 2.55). Female respondents exhibited higher grit (M = 3.78) than males (M = 2.32), while students in Grades 9–10 demonstrated lower grit and growth mindset than those in Grades 7–8. Respondents generally reported positive teacher-student relationships but expressed comparatively weaker perceptions of school safety. These findings indicate that frustration-level readers possess encouraging socio-emotional strengths but require additional support in perseverance, academic confidence, and perceived safety. The study recommends integrating targeted socio-emotional learning activities into Project RAISE, emphasizing self-efficacy, grit, and supportive learning environments. Although limited to 35 respondents from one secondary school, the findings provide context-specific evidence for strengthening reading interventions. The study contributes a practical foundation for developing holistic, learner-centered reading programs that address both literacy development and socio-emotional needs.