Social-Emotional Learning Interventions in Special Education

AUTHOR(S)

XERXES M. BUDOMO, NIÑA ROZANNE T. DELOS REYES, LILIBETH C. PINILI, JANINE JOY T. CAÑETE, REYLAN G. CAPUNO, RAYMOND C. ESPINA, & MARJORIE B. AÑERO

ABSTRACT

—— Social-emotional learning (SEL) plays a critical role in supporting the development of students in special education settings, where challenges in self-regulation, social interaction, and adaptive functioning are often pronounced. This integrative review examined published research on SEL interventions for learners with disabilities to identify recurring patterns, effective practices, and contextual influences across the field. The reviewed literature consistently highlights the importance of three interrelated domains: regulatory foundations, relational pathways, and multimodal learning environments. Studies report that explicit SEL instruction, modeling, structured practice, and peer-mediated activities are particularly effective in strengthening social and emotional competencies. Research further emphasizes the significance of adult responsiveness, predictable environments, and scaffolded learning routines for students with ADHD, autism spectrum disorder, learning disabilities, and emotional and behavioral disorders. Digital tools—including virtual simulations and video modeling—have emerged as promising supports for learners who benefit from controlled and repeatable contexts. Facilitators of strong outcomes include teacher expertise, family involvement, and school-wide ecological supports, while barriers include inconsistent implementation, sensory sensitivities, and cultural misalignment. Across disability categories, SEL participation is associated with gains in emotional regulation, social communication, and self-efficacy. Tensions in the literature involve the balance between fidelity and individualized adaptation, as well as the need to ensure that digital SEL experiences translate to authentic social settings. The review concludes that effective SEL in special education requires aligning regulatory readiness, relational support, and accessible, multimodal instructional environments. The findings underscore the importance of integrating SEL into individualized programs, professional development, and inclusive educational policies. Keywords — Social-emotional learning; special education; integrative review; digital SEL; autism; ADHD; regulation; inclusive education