Connecting Social-emotional Learning and Academic Performance among Junior High School Students in a Post-pandemic Era

This study investigates the social-emotional learning (SEL) skills in relation with the academic performance of Junior High School students in the Sindangan Central District, Sindangan, Zamboanga del Norte, Philippines during the post-pandemic era. The research examines SEL skills across three domains: student competencies, support and environment, and well-being. A descriptive-correlational research method was employed, collecting data through standardized questionnaire and student academic records. Findings reveal that students' SEL skills significantly relate with students’ academic performance. Results emphasize the importance of fostering SEL development to address learning gaps exacerbated by the COVID-19 pandemic. These insights provide practical recommendations for educators and policymakers to enhance instructional methods and promote holistic student development.