Communications in Humanities Research ISSN: 2753-7072
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Research Article

SEL’s Impact on Reducing Psychological Barriers for Low-SES Students: Review and Future Directions

Yuping ShiXinjiang Normal University Zhaonan YangThe University of British Columbia* Jiawei ChenUniversity of Auckland Haoru QiuCollingwood School Mu YangUniversity of Michigan Xinyu JiangShanghai Starriver Bilingual School

* Corresponding author: [email protected]

Abstract

Against the backdrop of growing recognition of SEL's potential to promote holistic student development, this study systematically examines the extent to which existing literature, sourced through the EBSCO database and rigorously screened using Covidence, addresses the impact of social-emotional learning (SEL) on reducing psychological barriers among primary school students with a low socioeconomic background. The literature analysis, which covers a broad range of studies, reveals several key findings: limited exploration of the underlying psychological mechanisms, an overreliance on quantitative methods that may overlook nuanced qualitative insights, neglect of individual-level effects that can vary significantly across diverse student populations, and insufficient attention to cultural identity awareness, which is crucial for fostering a sense of belonging and resilience in low-SES students. Our study not only highlights these critical gaps in the current research but also suggests promising avenues for further investigation, aiming to better understand and enhance the effectiveness of SEL interventions in addressing psychological barriers among students from low socioeconomic status backgrounds. By doing so, we hope to contribute to the ongoing dialogue and practical implementation of SEL programs in educational settings.

Keywords: Social Emotional Learning; Low Socioeconomic-status; Psychological Barriers
Published: May 6, 2025
DOI: 10.54254/2753-7064/2024.22500
Volume: CHR Vol.55
pp. 257-268
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