"Social and emotional learning" (SEL): critical issues and new challenges for the world of education and schooling

Abstract

The paper aims to highlight the main critical issues that have emerged in international literature regarding social and emotional learning (SEL) programmes, from preschooling to high schools. By identifying unresolved questions on the subject, elements useful for informing future research perspectives in the educational field and rethinking the training of teachers and educators are outlined. The data collected in the literature are interpreted in the light of critical reflection that it is hoped will make a contribution to better orientation with respect to the choice of projects involving socio-emotional life in school contexts.