How social–emotional learning promotes reading achievement? A systematic review of mechanisms and instructional design

Abstract

Introduction: Social-Emotional Learning (SEL) has garnered significant attention within the field of education due to its potential to promote the holistic development of students. While a substantial body of research substantiates the role of SEL in enhancing social and emotional growth, there remains a relative paucity of knowledge regarding its specific effects on reading achievement. This review addresses two pivotal questions: (1) How does SEL specifically influence students’ reading achievement? and (2) How can teachers design and implement SEL-integrated instructional materials to enhance reading achievement? Methods: A systematic literature review was conducted in accordance with PRISMA guidelines. Thirty-one peer-reviewed empirical studies published up to August 2024 were identified from major databases, including Web of Science and Scopus. The inclusion criteria focused on studies examining both social-emotional learning and reading achievement among school-aged learners. Results: The synthesis of findings indicates that SEL enhances reading achievement through four interrelated pathways: improving emotional regulation, increasing intrinsic motivation, strengthening peer and teacher–student interactions, and fostering long-term reading behaviors. In addition, SEL is associated with improvements in reading comprehension, vocabulary acquisition, and metacognitive awareness. Discussion: Overall, the evidence underscores the critical role of SEL as a foundational component of reading instruction rather than a supplementary approach. The findings offer meaningful implications for teacher training, curriculum design, and educational policy aimed at improving students’ reading achievement through SEL-integrated instructional practices.