ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE IMPLEMENTATION OF SOCIAL AND EMOTIONAL LEARNING IN GENERAL SECONDARY EDUCATION INSTITUTIONS
Abstract
The article presents a theoretical analysis of organizational and pedagogical conditions for implementing social and emotional learning (SEL) in general secondary education institutions.
The study examines the conceptual foundations of the notions of condition, pedagogical conditions, and organizational-and-pedagogical conditions, synthesizing domestic and international scholarly approaches and proposing an authorial definition of organizational and pedagogical conditions for SEL implementation.
Social and emotional learning is conceptualized as a holistic educational approach grounded in the CASEL framework. Drawing on evidence from the analysis of 213 SEL programmes, the article substantiates the contribution of SEL to improving educational quality and supporting learners’ psychological well-being.
Particular attention is devoted to critically examining the applicability of the CASEL model in the context of armed conflict and identifying directions for its adaptation to the Ukrainian educational environment. The study argues that contemporary educational challenges require extending conventional SEL frameworks through the integration of trauma-informed and context-sensitive approaches.
Based on a comparative analysis of six national and international classifications of pedagogical conditions and a synthesis of recent international research, four key organizational and pedagogical conditions for effective SEL implementation are identified and substantiated: institutionalization of SEL as a strategic priority of the educational institution; development of teachers’ social and emotional competence as a prerequisite for implementation; adoption of a trauma-informed approach as a systemic framework; and evidence-based monitoring of SEL competencies as a mechanism for quality assurance.
The article concludes that effective implementation of SEL requires a coherent institutional system that integrates strategic governance, teacher professional development, psychological safety, and continuous evidence-informed improvement.
Received: February 09, 2026
Accepted: March 03, 2026
Published: May 28, 2026
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References
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