The effect of social-emotional learning program on Saqqez’s fifth graders male students’ psychosocial competencies and school satisfaction

The aim of this study was to explore the effects of Social and Emotional Learning Program on elementary school kids’ five inter-related Psycho-Social Competencies suggested by CASEL and school satisfaction. Fifth grade elementary school kids at Saqqez were chosen by cluster sampling method, based on Quasi-Experimental design and whole school approach method, as control (n = 32) and experimental (n = 35) intact groups. The psycho-social competencies were delivered over 10 sessions (45 minutes) in the classroom. Social-Emotional Questionnaire (SEQ) and Huebner’s Multidimensional Life Satisfaction Survey (MLSS) were used as pre-posttest scales to probe the results. Multivariate analysis of Covariance (MANCOVA) results showed significant differen ces in self-awareness and self-control between the control and experimental groups, but there were no significant differences in social awareness, social relationships, and responsible decision-making. Analysis of Covariance (ANCOVA) showed significant results between the groups in students’ school satisfaction. This study showed that students’ Psycho-social Competencies and School Satisfaction can be improved as a result of this intervention. Based on these findings and with regard to mental health, whole child development and the students’ well-being, counselors and educators should integrate these competencies with classroom activities at schools.