Social-emotional Learning (SEL) for Academically Backward and SEN Students: A practical Model for Inclusive Schools - enhancing Socio-Emotional Wellbeing

Today's classrooms highlights the complexity of increasing diverse learners, projecting the urgent need for research-driven wellbeing framework for inclusive educational setting, targeting SEN and Academically backward students. This abstract proposes a strength-based Social-Emotional Learning (SEL) model, drawing inspiration based on inclusive education theory, positive-mind programming psychology, energy ‘word’ medicine, to support an inclusive framework, aligned with global SEL competencies standards such as CASEL and OECD Learning Compass 2030. The implementation of proposed model progress from deficit-oriented perspectives to learners strength integrating guided vocabulary-building tasks, real-life problem solving, strength identification, circle-time discussions, scaffolded behaviour-modelling activities overall building skills, focusing on five major domains self-awareness, self-management, social awareness, relationship skills, responsible decision-making. By adopting a quasi-experimental mixed-methods, research reveals, in inclusive education the significant gains in self-awareness, classroom engagement, and emotional resilience. Students demonstrate improved confidence and reduced behavioral disruptions. Adopting SEL principles, educators can bridge the gap between clinical SEN support and mainstream SEL curricula. SEL is the crucial element for fostering holistic wellbeing in inclusive education system, creating safe learning space, minimizing conduct issues and building supportive academic environment. The research study enriches entire education system aligning with international standards offering universal analysis, forecasting allround academic and holistic development.