Social–emotional learning and academic engagement: A qualitative study among lower secondary school students

Abstract

This qualitative study with an abductive approach explores how lower secondary school students perceived a school-based social-emotional learning intervention, referred to as ROBUST, in relation to their academic engagement. The intervention, spanning from September 2021 to April 2022, targeted five competencies: relationship skills, problem-solving, emotional regulation, growth mind-set, and mindfulness. Thematic analysis of data from six focus group interviews (N = 56) in September 2022 suggests that students perceived learning about these competencies, particularly problem-solving and growth mind-set, as supportive of academic engagement. Relationship skills were perceived to foster relationships and collaboration, while emotional regulation and mindfulness were considered helpful concerning academic-related stress, leading them to experience confidence in their ability to master schoolwork. Furthermore, some students found mindfulness, growth mind-set, and relationship skills somewhat challenging to learn during the intervention. Taken together, findings contribute to knowledge regarding how social-emotional learning can be perceived as helpful for students’ academic engagement.