This paper presents review of research that have studied the outcomes of the application of Social Emotional Learning (SEL) in the Malaysian educational system and highlights some of the issues that warrants further exploration. The paper also makes an effort to compares the applications of Malaysian SEL initiatives with existing SEL initiatives in India, particularly those by the Hema Foundation.
SEL is widely recognized in Malaysia as a key component of holistic education, especially at the preschool and special education levels, and is integrated into subjects such as Health Education for primary school students. Malaysia's national education philosophy emphasizes values-based education and holistic development, integrating spirituality, morality, and ethics. SEL interventions in Malaysia, often based on the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, have generally shown positive outcomes, including enhanced emotional resilience, improved academic performance, and reduced emotional issues such as anxiety and school refusal. A significant finding from the literature is the need for cultural adaptation of SEL constructs. While the core SEL themes align with the CASEL model, underlying subskills—such as maintaining interpersonal relationships and using experiential and expressive strategies for emotion regulation—reflect unique Malaysian, collectivist cultural values.
Despite its recognition, SEL implementation in Malaysia remains inconsistent. Integration in higher education is minimal, and at the primary level, teachers often report moderate knowledge of SEL but low application in practice. These challenges are discussed in relation to best practices by the Hema Foundation in India, which integrates SEL approaches with traditional cultural values to promote holistic education within the community.