Social Emotional Learning (SEL) has been recognized as a critical component of holistic education by researchers, educators, and policy makers. Integration of SEL in school curriculum not only fosters academic success but also promotes emotional well-being, resilience, and positive interpersonal relationships among students. Although these benefits are repeatedly reported by research, the successful integration of SEL into school systems often depends on the active engagement and expertise of school counsellors. They play a very pivotal role in guiding both students and teachers throughout the implementation period of the program.
The present study was an attempt to explore the perspectives and attitudes of school counsellors who have been actively involved in implementing the HEMA Foundation's SEL program across diverse schools in India. In-depth interviews and reflective discussions were carried out with the school counsellors, and the data was analysed using reflexive content analysis.
Findings of the analysis revealed that school counsellors studied in this study strongly value SEL as essential for students' academic growth, emotional regulation, and overall well-being. However, they also reported several challenges which includes limited time, insufficient resources, and varying levels of administrative support, which can hinder consistent program delivery. To address these challenges, counsellors often employed Project-Based Learning (PBL) strategies enabling students to engage actively with SEL concepts. These efforts simultaneously allowed counsellors to reflect upon and enhance their own professional skills.
These findings highlight the critical role of school counsellors as catalysts for sustainable SEL integration, suggesting that their capacity-building and ongoing professional development are essential for long-term success. Furthermore, the study emphasizes that systematic support from school leadership and the provision of adequate resources are key to overcoming implementation barriers.