Social-Emotional Learning (SEL) Amidst Post-Pandemic: Its Influence to Students' Well-Being and Progress at Northern Iloilo State University, Ajuy Campus  

This study examined the level of social-emotional learning (SEL) and its impact on the well-being and progress of Bachelor of Secondary Education Major in Science students at Northern Iloilo State University's Ajuy Campus during the post-pandemic period. Anchored on Erikson's Psychosocial Theory and Gardner's Multiple Intelligences, particularly interpersonal intelligence, the study employed a descriptive-correlational design involving 100 student-respondents categorized by age, sex, and socioeconomic status of the Bachelor of Secondary Education (BSEd) Major in Science at Northern Iloilo State University (NISU), Ajuy Campus. Data were collected using an adopted and validated questionnaire assessing SEL competencies and indicators of well-being and academic progress. Findings revealed that, as a group, students were "Moderately Competent" in SEL and "Satisfied" with their well-being and progress. Notably, students aged 23 and above and those from higher socioeconomic backgrounds demonstrated "Highly Competent" SEL levels and "Very Satisfied" well-being. A significant positive correlation was established between SEL and students' well-being and progress across most classifications, except for students from the lower-middle-high income group, where the relationship, while strong, was not statistically significant. The results highlight the critical role of SEL in enhancing students' overall development. The study recommends integrating SEL-focused activities in curricular and co-curricular programs, the active involvement of educators and parents in promoting SEL, and the formulation of support systems tailored to students' diverse backgrounds to foster holistic growth.