Teachers’ perceptions of the impact and implementation challenges of teacher-led SEL in reducing bullying and fostering a positive school climate

Abstract

Bullying remains a pervasive issue in schools, adversely affecting students' mental health, social relationships, and academic success. Social and Emotional Learning (SEL) has been widely recognized in previous research as an effective strategy for addressing academic and behavioral challenges in schools by fostering empathy, resilience, and positive peer interactions. Building on this, the present study aims to explore teachers' perceptions of the impact of SEL on reducing bullying and promoting a positive school climate, while also identifying the challenges they face in implementing these practices and programs.

Data were collected through semi-structured interviews with primary school teachers in Finland who have firsthand experience implementing SEL in their classrooms. Thematic analysis was conducted to identify key patterns and themes related to the perceived benefits and challenges of SEL integration. The findings suggest that while SEL practices and programs are effective in reducing bullying and creating a more inclusive and positive school climate, their success is contingent on adequate teacher support, professional development, and institutional commitment.

The findings highlight the need for systemic support from community and parents as well, targeted professional development, and sustained institutional commitment to enhance SEL’s impact. This research contributes to the understanding of SEL as a promising intervention for cultivating safer, more inclusive, and emotionally supportive school environments. The study also provides practical recommendations to enhance SEL integration and supports the creation of safer, more inclusive educational settings, contributing to the ongoing discourse on bullying prevention and school climate improvement.