Strategy for Holistic Development: Integrating Social-Emotional Learning into Basic School Curricula in Tamale Metropolis

Amadu Musah Abudu, James Kwame Mahama, Mary Braimah

Abstract: This study investigated the integration of Social-Emotional Learning (SEL) into the curriculum of basic schools in the Tamale Metropolis, emphasising strategies for holistic student development, the impact on academic and personal growth, and the challenges encountered in its implementation. A quantitative cross-sectional survey design was used to collect data from 100 respondents, including teachers, headteachers, and supervisors, through a structured questionnaire. Descriptive statistics and Spearman?s correlation were used to analyse the data. The findings reveal that project-based learning, workshops, and school-wide initiatives are the most effective strategies for embedding SEL, with project-based learning receiving the highest approval (mean = 3.30 ? 0.70). SEL integration demonstrates significant positive correlations with academic development (r = 0.285, p = 0.004) and personal development (r = 0.278, p = 0.005), while the strongest correlation exists between personal and academic development (r = 0.339, p = 0.001). Despite its transformative potential, SEL implementation is hindered by barriers such as limited resources (loading = 0.866), teacher resistance (loading = 0.849), and time constraints (loading = 0.816). Recommendations include enhancing professional development, increasing resource allocation, and embedding SEL seamlessly into curricula to minimise perceptions of overload. The study underscores SEL's critical role in fostering well-rounded individuals prepared for academic, social, and emotional challenges. Addressing implementation barriers is essential to unlocking SEL's full potential, benefiting students' holistic development and long-term success.

Keywords: social-emotional learning, curriculum, holistic development, integration