Abstract

Psychological well-being plays a significant role in the lived experiences of college students. As more college students report experiencing psychological distress and fewer persist to graduation, students require guidance in developing the skills and mindsets to successfully navigate their academic experiences. Some recent evidence suggests that psychosocial protective factors, such as social support and self-efficacy, are closely tied to academic success. Moreover, researchers have a growing interest in examining elements of educational design and their links to mental health and academic success. The purpose of this literature review is to put forth evidence that demonstrates the value of embedding elements of social and emotional learning (SEL) design to improve college students’ well-being and learning outcomes. SEL design principles help students to set purposeful goals, build relationships, gain self-regulation skills, and develop self-efficacy. 

Keywords: College, Stress, Mental Health, Learning Outcomes, Educational Design, Social and Emotional Learning (SEL), well-being

How to Cite:

DeSensi, V. L. (2024). Embedding social and emotional (SEL) design to support college student well-being and learning outcomes: A review of the relevant literature. Journal of the National Organization for Student Success, 1(1), 70-78. https://doi.org/10.61617/jnoss.25