Social-emotional learning in South-Eastern European educational settings : an exploratory study on young adolescents’ perspectives

Abstract

Although social-emotional learning (SEL) programmes are globally recognised for their positive contribution to the overall development of young people, they still lack a clear and consistent presence in the curricula of South-Eastern European (SEE) education systems (Bosnia and Herzegovina, Croatia, Montenegro, Serbia, and Slovenia). This exploratory study, grounded in the theoretical framework of SEL, aims to explore young adolescents’ self-assessment across multiple SEL dimensions. Using a questionnaire originally developed to evaluate the Lions Quest Skills for Adolescence (LQSFA) programme in SEE countries, data were collected from 11,000 sixth-grade students (ages 11–13 years). No significant difference between the five countries in students' assessments of their SEL needs was found, suggesting a consistent, region-wide necessity for such interventions. Approximately one-third of students reported some difficulty practising key SEL skills, and about one-fifth expressed uncertainty in evaluating their competencies and in the support they receive. Females, compared to males, assessed responsibility management skills and social awareness more favourably. The study offers important insights into the perceived need for SEL in the SEE educational context while the questionnaire developed for this study shows potential as a useful evaluation tool for the implementation of the LQSFA programme in SEE countries.