Social Emotional Learning (SEL) is increasingly recognized as a vital element of holistic education. However, the research and program designs for the implication of SEL in education often ignore students' perspectives. This study was designed to explore how students belonging to classes 3 to12 perceive and experience SEL program being implemented through the HEMA Foundation's program. Using focus group discussions and reflective responses, we examined students' insights on the program's relevance, its influence on relationships, self-awareness, and decision-making, as well as the challenges they encountered during project-based activities.
The findings indicate that, in general, students appreciate SEL as meaningful, practical, and closely connected to real-world situations, which suggest that such programs can foster essential life skills beyond the classroom. However, participants also highlighted constraints such as limited time availability and academic pressures, which occasionally hinders their full engagement into these programs. These insights underline the importance of acknowledging students' voices in the development and refinement of SEL initiatives.
By centring student experiences, educators and program designers can create interventions that are both developmentally appropriate and contextually sensitive, enhancing the effectiveness and relevance of SEL. This study demonstrates that listening to learners not only improves program design but also supports their overall well-being and readiness to navigate social and emotional challenges.