What Is Social Emotional Learning? Understanding SEL in IB Education What is social emotional learning, and why does your child cry after losing to a friend, or go quiet after being turned down? Could your child be missing the social and emotional skills that modern education systems such as the IB place so much emphasis on? This article explains the CASEL framework and how SEL is implemented in the IB. It also gives parents a checklist for evaluating schools. What is Social Emotional Learning (SEL)? How CASEL defines SEL Social Emotional Learning (SEL) is the process of developing five core competencies. These help children understand emotions, build relationships and make responsible decisions. The most widely recognised framework was developed by CASEL, established in 1994. CASEL stands for the Collaborative for Academic, Social, and Emotional Learning. Put simply, SEL teaches children the skills that textbooks don't cover. These include naming their emotions when they are angry, waiting their turn when they are impatient, apologising and owning up to mistakes properly, and working with classmates they don't particularly like. One point worth clarifying: SEL is not a standalone subject on the timetable. It is a competency framework woven through every lesson and activity of the day. For example, in a maths lesson, when your child perseveres in correcting a mistake, that is self-management. In PE, when your child shares the ball with a less able classmate, that is social awareness. How is SEL different from soft skills and life skills education? SEL, life skills and soft skills are often used interchangeably. However, the three concepts are not quite the same. Criteria SEL Life skills Soft skills Reference framework The CASEL framework of 5 competencies Varies by school programme Typically used in the workplace Main audience Children and school students School students, university students and adults University students and working professionals How it is delivered Integrated into learning and school life Taught through themed sessions or activities Trained through workplace scenarios Goal Developing emotions, relationships and decision-making Independence, safety and conduct Communication, collaboration and adaptability The key difference is that SEL has a more clearly defined competency framework. When SEL is implemented properly, a school does more than run a few themed sessions. It needs to create an environment where students practise SEL every day, through lessons, group work and teacher feedback. The 5 core competencies of Social Emotional Learning The CASEL framework divides SEL into five competencies. Each one looks different depending on a child's age. Parents need to understand them to know what to look for in their child. Self-awareness This is the ability to recognise emotions and to understand one's own strengths and weaknesses. A Grade 3 student with strong self-awareness can say, "I'm worried because I haven't practised my presentation enough," rather than simply crying or falling silent. Self-management This competency involves three smaller skills: taking a breath when angry, waiting your turn, and breaking a big goal into small steps. In the MYP, a Grade 7 student working on a personal project has to plan their own work over six months. That is self-management practised at an advanced level. Social awareness This means empathising with other people's feelings and respecting cultural differences. For example, a student notices, understands and offers support when the classmate sitting next to them is upset, even before that friend says anything. This competency develops best in a multicultural environment such as the IB Primary Years Programme (PYP) at Westlink, where students from more than 30 nationalities learn together. Relationship skills This covers collaborating in a group when opinions differ, listening actively and resolving conflict without needing a teacher to step in. For example, in a PYP Gallery Walk, a group of four students has to agree on how to display their work over two weeks. Responsible decision-making This means weighing the consequences before acting, and assessing situations from both an ethical and a logical standpoint. In the MYP, students taking part in a Service Learning Project choose a social issue to address and then evaluate the outcome. The 5 core competencies of Social Emotional Learning in the CASEL framework Where they meet: the 5 CASEL competencies and the IB learner profile This is the point most other articles on SEL overlook. The IB learner profile consists of 10 attributes that IB students are expected to develop. When compared with the CASEL framework, the two align clearly. Almost every CASEL competency has at least one or two corresponding IB learner profile attributes. The 10 IB learner profile attributes are: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective. The mapping is set out below: CASEL competency Corresponding IB learner profile attributes Self-awareness Reflective, Balanced Self-management Balanced, Risk-takers, Principled Social awareness Caring, Open-minded Relationship skills Communicators, Caring Responsible decision-making Principled, Thinkers The implication of this table is clear. A school authorised as an IB World School has committed to developing the 10 learner profile attributes in every student. Teaching SEL is not an "add-on to the curriculum"; it is part of the IB's DNA. This is where the difference lies. In schools generally, SEL is a supplementary model and often depends on individual teachers. In authorised IB schools, SEL is a required standard in every lesson and is regularly evaluated by the IB. Parents choosing between the two types of school should ask about this specifically when they visit. Benefits of SEL: what does the research say? Numerous international studies show that SEL is positively associated with students' learning, behaviour and mental health. However, parents should be clear that SEL is not a quick fix. Its effectiveness depends on how it is implemented, the quality of teaching and the partnership between school and family. SEL supports academic outcomes A well-known 2011 meta-analysis by Durlak and colleagues reviewed 213 school-based SEL programmes. These programmes involved more than 270,000 students from kindergarten to high school. The study found that students who took part in SEL programmes showed improvements in social and emotional skills, attitudes, behaviour and academic performance. Notably, SEL is not separate from academic learning. When students can manage their emotions, persevere and collaborate better, they are often in a better position to learn effectively. SEL helps reduce conflict and improve behaviour SEL gives students the language to talk about emotions and conflict. Children may otherwise react by going silent, withdrawing or lashing out. Instead, they can learn to express the problem, listen and find a more suitable solution. This matters especially in group learning. When students work on projects, differences of opinion are normal. SEL helps them see those differences as part of the learning process, not as a reason to exclude one another. SEL supports mental wellbeing SEL does not replace psychological counselling. It does, however, play a preventive and supportive role. When children can name their emotions, understand their limits and know how to seek help, they have more tools for coping with pressure. SEL matters even more for students who are changing schools, moving up a stage or transferring from a different education system. They need to adapt to new friends, new teachers, a new language and new academic expectations. SEL prepares children for 21st-century skills Many of the skills parents hope their children will have in future are linked to SEL. Examples include communication, collaboration, critical thinking, adaptability, self-management and decision-making. These skills are not built in a single short session. Children need continuous practice in an environment where feedback is safe, clear and consistent. Westlink students during a Gallery Walk How is SEL taught at different school stages? This is an important question that parents rarely ask. SEL in the early years is entirely different from SEL in lower secondary. Understanding this difference will help you choose the right programme for your child. SEL in the Early Years (ages 3–5) The focus is on recognising and naming basic emotions: happy, sad, angry, scared and jealous. Children at this age don't yet need complex strategies. They need to understand that emotions have names and that it is normal to feel them. Common approaches include storytelling with characters whose emotions are clear and role-play of simple scenarios. Another is the morning circle, where each child shares how they are feeling that day. The inquiry-based framework of the IB PYP integrates these activities into units of inquiry, making SEL a natural part of the school day. SEL in the IB PYP (primary, Grades 1–5) The focus shifts to empathy, teamwork and conflict resolution. Students begin to form more complex friendships and need tools to navigate them. Approaches include six-week units of inquiry, Gallery Walks (exhibitions of learning) and Market Day (a small-scale economics simulation). Here is a real example from Westlink. At the Grade 4 Market Day, students planned their own products, set prices and negotiated with customers. Every step built self-management and relationship skills. SEL in the IB MYP (lower secondary, Grades 6–10) The focus is on responsible decision-making, leadership and building a personal identity. Students at this age are working out "who I am" and need a safe environment in which to try things out. Approaches include Service as Action (community service), the Personal Project (a six-month independent project) and forums such as Model United Nations. Here is a real example from Westlink. The MYP & MRC Gallery Walk is where students present their own perspectives on issues they care about, from the environment and culture to social justice. Westlink students discussing and sharing ideas in an IB lesson 7 signs a school genuinely teaches SEL Every school says it teaches SEL, but not every school actually does. Here are seven signs to check for when you visit. The school uses an internationally recognised SEL framework. Ask specifically: does the school use CASEL, the IB learner profile, Cambridge Life Competencies, or a framework of its own? An answer such as "we take a holistic approach to education" usually means there is no specific framework. There is dedicated weekly time for SEL. This might be a morning circle in primary or advisory time in secondary. If nothing is timetabled, SEL is just a slogan. Teachers are trained in SEL. Ask which SEL or wellbeing training the teachers have completed. Good schools will have a mandatory CPD (Continuing Professional Development) programme. There is a school counsellor or wellbeing lead. This person is responsible for supporting students who are facing emotional difficulties. Without this role, the system lacks a safety net. Parents are involved in the SEL process. Look for parent workshops, a daily communication app and regular reports on your child's social and emotional development, not just grades. Students demonstrate SEL in public-facing activities. Examples include Gallery Walks, Service Learning and student-led conferences. These are where students practise SEL for real, not just in theory. The school measures SEL, not just academic grades. Ask specifically: how does the school assess the learner profile? What reports do parents receive on their child's personal development? At Westlink, these signs are addressed in several ways: the IB learner profile, together with ISP Life Competencies, which draw on research from Camtree at the University of Cambridge; the Toddle app for daily communication with parents; more than 50 extra-curricular activities and regular Gallery Walks; personalised ILPs (Individual Learning Plans) for each student. What should parents ask on a school tour? On a school tour, parents should ask specific questions. These help distinguish a school with a genuine SEL system from one that only talks in general terms about holistic development. Question to ask What parents should listen for Which framework does the school use to develop SEL? A reference to CASEL, the IB learner profile or a clearly defined competency framework Where does SEL feature in the school week? Morning circle, advisory, reflection or other regular activities How do teachers handle conflict between students? A guided process, not just punishment or reminders What reports do parents receive on personal development? Feedback on attitude, collaboration and self-management, not just grades How are new students supported to settle in? Orientation, a buddy system, EAL or individual support where needed A good school will answer with concrete examples. If the answers revolve around slogans, keep asking until you understand how SEL really works in practice. How can parents support SEL at home? SEL isn't just the school's job. Home is where children watch how adults handle emotions every day. You can start the three habits below at home straight away. Help your child name their emotions Each evening, you can ask your child one simple question: "How did you feel today?" If your child answers "fine", you can suggest other words: happy, worried, disappointed, proud, jealous or nervous. The aim isn't to make your child tell you everything. The aim is to give them an "emotional vocabulary" so that they can understand themselves better. Model pausing before reacting When your child is angry, telling them to "calm down" is rarely enough. Children need to see adults model the behaviour. You might say: "I'm feeling a bit annoyed, so I'm going to stop and take a breath before I carry on." This shows children that strong emotions are normal, but that we can choose how to respond. Create a short family sharing circle At dinner or before bedtime, each family member can share one good thing and one difficult thing from their day. The rule is no interrupting and no rushing to give advice. This helps children learn to listen, share and recognise other people's feelings. It is also a way for families to create a safe space for children to talk about difficulties. Frequently asked questions about Social Emotional Learning My child is shy. Will SEL make them weaker? Quite the opposite. SEL doesn't "make children soft"; it gives them tools to understand themselves. A child who can name their emotions and ask for help will be more confident, not less. Shy children have less developed self-awareness and relationship skills than their peers, and this is exactly what SEL helps to build. At what age is SEL appropriate? The earlier the better, from the Early Years (age 3). The CASEL framework has standard versions from Pre-Kindergarten to Grade 12. Brain science shows that the areas of the brain that regulate emotion develop most rapidly between the ages of 0 and 7. If this window is missed, it is harder to catch up later. Do state schools teach SEL? To be honest, the MOET (Vietnam's Ministry of Education and Training) curriculum includes some similar elements, such as civic education and life skills education. However, these subjects do not follow internationally recognised frameworks such as CASEL or the IB learner profile. International schools and premium bilingual schools tend to implement SEL more systematically because they have a clear reference framework. Can SEL replace psychological counselling? No. SEL is about prevention and development. Your child may show signs of crisis, such as prolonged sleeplessness, refusing to go to school or self-harm. In that case, they need support from a qualified mental health professional. SEL and counselling complement each other; one does not replace the other. How can I tell whether SEL is working for my child? Look for four signs after three to six months: your child can name their emotions; they ask for help when things are hard; they have fewer outbursts when disappointed; they work better in groups. How does Westlink implement SEL? At Westlink, social and emotional learning (SEL) is woven into everyday learning and experiences rather than delivered as a separate programme. Westlink is an IB World School officially authorised for both the Primary Years Programme (PYP), since May 2024, and the Middle Years Programme (MYP), since December 2025. Through the 10 attributes of the IB learner profile, students are encouraged to develop self-awareness, emotional regulation, empathy and positive relationships. Westlink is a member of the International Schools Partnership (ISP). The school places emphasis on developing life competencies through the group's educational approach. This approach draws on research into student competencies from Camtree at the University of Cambridge. It helps create a learning environment that values holistic development alongside academic knowledge. The multicultural environment, with students from more than 30 nationalities, gives students the chance to practise understanding others, respecting difference and communicating effectively. In addition, English as an Additional Language (EAL) support and Individual Learning Plans (ILPs) help the school attend to each student's development needs. Westlink offers more than 50 extra-curricular activities, as well as experiences such as Gallery Walks, Market Day and Service Learning. Through these, students have opportunities to practise collaboration, problem-solving and responsible decision-making. The Toddle platform also supports communication between school and home, helping families follow their child's learning and support their development. Parents can find out more about how students learn at Westlink or the IB MYP for lower secondary students. Westlink students discussing and sharing ideas in class Understanding social emotional learning in theory is one thing. Seeing SEL genuinely taught in a PYP or MYP lesson is quite another. You can only truly judge a school when you hear a teacher talk about a specific student. Book a campus tour of Westlink to see SEL integrated into a real IB lesson, not just as theory on paper.
