Tribal communities throughout the world face disproportionately high impediments to educational and psychosocial development which is also a significant hindrance to Fourth Sustainable Development Goal (SDG 4). Socio-Emotional Competencies (SECs) in recent times have shown promise as an essential tool for cultivating resilience and enhancing well-being in developed countries. This study inquires whether SECs hold potential as a catalyst of Subjective Well-Being (SWB) in a tribal sample using Self-Determination Theory and CASEL framework of SEC, i.e. self-awareness, self-management, social-awareness, responsible decision-making, and relationship skills. This study targets the tribal community adolescents and school students in day schools and residential schools and aims to operationalize Socio-Emotional Learning (SEL) in a contextualized manner among the most vulnerable tribal groups in the state of Rajasthan, India. We test it through a cross-sectional mixed methods approach where we use scales such as Social and Emotional Competence Questionnaire (SECQ) as well as validated measures of subjective well-being, such as the Satisfaction with Life Scale (SWLS) and the Scale of Positive and Negative Experience (SPANE). Whereas, for the qualitative part data will be collected through focus group discussions and interviewing with students, teachers and parents. Predictive and interactive effects of the socio-emotional competencies on well-being outcomes will be explored through subsequent statistical analyses based on the correlations, regression and mediation models. This study is expected to highlight the utility of SEL frameworks in promoting educational equity and psychosocial health among a small sample of subaltern youth.