Social-Emotional Development Of Elementary School Students: A Systematic Literature Review

Abstract

Social-emotional development is an essential part of elementary students’ learning, reflected in how they recognize their feelings, regulate their responses, understand others, and build relationships at school. This article examines students’ social-emotional competencies, learning strategies that can support their development, and the roles of teachers, families, and the school climate. The study employs a Systematic Literature Review (SLR) approach by examining relevant scholarly publications according to their focus, educational context, and reported findings. The literature points to three interconnected elements: intrapersonal and interpersonal competencies, learning practices that provide opportunities for practice, and consistent environmental support. Cooperative learning, discussion, reflection, emotional literacy, and teachers’ role modelling can become part of everyday learning experiences. Nevertheless, a fully reproducible SLR report requires clear documentation of the search and article-selection processes. This review offers a conceptual account of social-emotional development while emphasizing the need for transparent review procedures.