This study explores the integration of Social-Emotional Learning (SEL) frameworks in interventions that aim to meet the socio-emotional and learning needs of displaced Arabic-speaking children. Based on the core competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL)—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—the research focuses on culturally informed strategies to support emotional regulation and social skills. The study ensures that the interventions are contextually relevant and emotionally resonant through a participatory co-design process with Arab psychiatrists, caregivers, and children. The design process is iterative, beginning with the development of SEL-aligned activities—such as storytelling, scenario-based interactions, and writing exercises—and continuing with prototype refinement through user feedback. Results demonstrate the effectiveness of culturally grounded SEL interventions in addressing the socio-emotional needs of displaced children and highlight the role of participatory design in developing practical tools for vulnerable populations. This research contributes to the HCI field by proposing a framework for the design of inclusive and empathetic solutions.