Research shows that Social Emotional Learning (SEL) programs play a crucial role in enhancing emotional, behavioral, and interpersonal skills, which are vital for learners’ mental health and contribute to positive social and academic outcomes. While existing instruments evaluate key SEL dimensions like relationship skills, social awareness, self-awareness, self-management, and decision-making, they often overlook the critical aspects of metacognition and self-regulated learning (SRL), which are closely linked to SEL. Additionally, there is a scarcity of studies focusing on metacognition and SRL in non-Western, global south nations. This research article addresses these gaps by assessing SEL skills in India and Kenya using the Metacognitive Performance Assessment (MPA) and the Children’s Perceived Self-Regulated Learning Inventory (CP-SRLI). The preliminary analyses show that Indian students exhibit higher levels of metacognition, while Kenyan students show significant temporal improvement in SRL skills. These results aim to guide the development of SEL interventions and dynamic SRL models in resource-constrained educational settings.