Impacts of Social Emotional Learning in Promoting Student Well-Being and Academic Success in Macalelon, Quezon

This study aimed to explore the Impacts of Social Emotional Learning in Promoting Student Well-being and Academic Success in Macalelon, Quezon. Aspects studied were the profile of the respondents and their teaching experience. It looked into the frequency of use of the Self Awareness, Self Management, Social Awareness, Relationship Skills, and Responsible Decision-making as perceived by learners. To achieve the researcher's goal, the researcher used a questionnaire to determine the respondents’ demographic profile and administered the questionnaire on the Impacts of Social Emotional Learning in Promoting Student Well-being and Academic Success to the learners. This involved 80 junior high school students in Macalelon, Quezon—the descriptive design was the main source of data and information. The result showed that most of the respondents are the age of 12-13 years old and above, female, male, grade level, and section. Based on the results of the Spearman rho reject the null hypothesis that there is no relationship between student well-being and the impacts of social emotional learning, and there is no significant relationship between academic success and the impacts of social emotional learning.