Social-Emotional Learning (SEL) and Well-Being in Child Development

Global reports signify a rising prevalence of mental health issues in recent years. The detriments to mental well-being are especially concerning for young children below 6, as many still lack emotional maturation, self-regulation and help-seeking skills, making them vulnerable to psychological distress and poor well-being. However, the concept of well-being does not solely pertain to the absence of ill mental health, but encompasses the ability to thrive holistically. Indeed, social-emotional health is closely related to all aspects of holistic development. In a time of complex ordeals, it is crucial to not only protect the well-being of young children, but also to equip them with desirable social-emotional skills to manage their own well-being and thrive holistically. Social-emotional learning (SEL) has gained traction in education in recent years, as research points to its promising short and long-term benefits across multiple domains including well-being. This chapter offers an early childhood perspective towards SEL, highlighting six important social-emotional competencies, focusing on how each competency may be linked to well-being. The competencies will be elaborated within an early childhood context, such as how they may relate to parenting practices and preschool education. Lastly, future directions including policy and intervention recommendations will be discussed.