Integration of Social-Emotional Learning In Science Teaching: Basis for a Proposed Implementation Plan

Abstract

This study assessed the integration of Social and Emotional Learning (SEL) in science teaching in District IV of the Division of City Schools, Manila, to serve as the basis for a proposed implementation plan. Findings revealed that the respondents—comprising predominantly experienced, academically qualified, and professionally mature educators—were well-positioned to provide valuable insights. The integration of SEL into science instruction was found to be effectively implemented, with educators utilizing strategies such as cooperative learning, emotional awareness, and mindfulness. Adequate training and updated resources supported SEL practices, contributing to a very satisfactory level of implementation. Although minimal challenges were identified, including time constraints and occasional student resistance, opportunities for enhancement emerged, particularly in professional development and policy structuring. The impact of SEL on students was notably positive, enhancing emotional skills, social interaction, and academic engagement. The study culminated in the development of a structured implementation plan designed to embed SEL in science education, equipping teachers and supporting students’ emotional well-being and academic growth.