Impact of Socio-Emotional Learning on Academic Success and Behavioral Outcomes at the Higher Education Level in District Skardu

Abstract

Formal socio-emotional learning (SEL) programs and structured counseling services are uncommon in higher education institutions in District Skardu. Nevertheless, students must manage demanding coursework, navigate new social environments, and cope with the lingering effects of the COVID-19 pandemic. This study investigated whether students’ social and emotional skills influence their academic performance and behavior. A survey was conducted with 151 students and 74 faculty members from major institutions, utilizing a five-point questionnaire based on the CASEL framework. The instrument demonstrated acceptable reliability (Cronbach’s alpha = 0.795). Data were analyzed using SPSS, employing descriptive statistics, Pearson chi-square tests, and basic linear regression. SEL, academic success, and behavioral outcomes all received high average scores (4.12, 4.24, and 4.16 out of 5, respectively). Statistically, SEL accounted for 12.1% of the variance in academic success (R² = 0.121, β = 0.348, p < .001) and 7.5% in behavioral outcomes (R² = 0.075, β = 0.274, p = .001). Emotional awareness was associated with academic grades, focus under distraction correlated with motivation, and emotional control supported stress management. However, some anticipated associations were not statistically significant. Faculty members recognized the importance of SEL but faced challenges such as large class sizes, limited time, and insufficient training, which hindered consistent implementation. Overall, while SEL did not account for all aspects of student outcomes, its influence in Skardu is notable, even in the absence of formal programming.