The role of teachers in developing the social-emotional skills of elementary school students

Abstract

Social-emotional skills are essential to the holistic development of elementary school students because they support emotional regulation, empathy, communication, cooperation, relationship building, and responsible decision-making. This study aims to analyze the role of teachers in developing students’ social-emotional skills, identify strategies used in the learning process, examine challenges affecting their development, and explore contextual factors that support or hinder implementation. The study employed a qualitative approach using library research. Data sources included scholarly journal articles, academic books, research reports, and other relevant scientific publications concerning social-emotional learning and elementary education. Data were collected through systematic documentation, including identification, reading, recording, and categorization of relevant literature. Data were analyzed using content analysis and thematic analysis through identification, coding, categorization, comparison, and synthesis of findings. The results indicate that teachers play multidimensional roles as role models, emotional guides, facilitators of empathy and social awareness, developers of communication and cooperation, conflict mediators, learning designers, and collaborators with parents and the school environment. Effective strategies include emotional reflection, perspective-taking, cooperative learning, role-play, conflict resolution, supportive classroom interactions, and integration of social-emotional learning into academic activities. Major challenges include diverse student characteristics, limited instructional time, teacher workload, large classes, inconsistent parental involvement, and limited professional development. The study concludes that developing students’ social-emotional skills requires a continuous, relational, and systemic approach supported by teacher competence, positive classroom climates, family engagement, and coordinated school-wide practices.