Alignment of Social-Emotional Well-being Programs with NEP 2020: A Case Study of Secondary Schools
DOI:
https://doi.org/10.31305/rrjss.2025.v05.n01.021Keywords:
Social and Emotional Well-Being, SEL, Indian Education, NCERT, Teacher Training, AdolescentsAbstract
This paper explores the integration of Social and Emotional Well-Being (SEWB) in Indian school education through the lens of global frameworks and indigenous educational thought. Drawing from the “Collaborative for Academic, Social, and Emotional Learning (CASEL)” framework and insights from Indian philosophers like Jiddu Krishnamurti, the study highlights five key dimensions of SEWB: “self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.” A qualitative inquiry was conducted using semi-structured interviews with teachers and students across select schools, complemented by a review of curricular policies such as NCERT’s National Curriculum Framework (2005, 2023) and CBSE initiatives. The findings reveal that while SEWB is recognized as critical for holistic development, classroom practices often remain limited due to curriculum overload, lack of trained counsellors, and insufficient teacher preparation. However, promising practices such as mindfulness activities, group discussions, and peer collaboration were observed to enhance empathy, resilience, and stress regulation among students. The study underscores the urgent need to institutionalize SEWB within formal education through teacher training, scalable models, and community participation. By bridging theoretical perspectives with classroom realities, the paper argues that prioritizing SEWB can foster not only academic achievement but also social harmony and ethical citizenship in India’s rapidly changing educational landscape.
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