Embedding Social–Emotional Competencies in the Curriculum to Strengthen School Coexistence and Life Outcomes: A Study in a Colombian Public Secondary School
Abstract
Social–emotional competencies, hereafter “HHSS” (from Spanish habilidades sociales), are central to positive peer relations and a supportive school climate (convivencia escolar). Many schools address HHSS through short, stand-alone workshops, yet the effectiveness of such approaches compared with curriculum-embedded strategies remains uncertain.
Objective: To evaluate students’ social interaction, conflict resolution, and emotional expression in a public secondary school in Palmira, Colombia, and to determine whether a whole-curriculum approach is warranted to strengthen HHSS across school and everyday life.
Methods: We conducted a mixed-methods study with 297 students in grades 6-11 at Cárdenas Centro. A multi-agent, multi-method design combined student self-reports, teacher ratings, classroom observations, and semi-structured group interviews to characterize HHSS and the classroom social climate. The quantitative and qualitative strands were analyzed separately and integrated through triangulation.
Results: Convergent evidence indicated uneven HHSS profiles across grades, with particular needs in conflict resolution and emotion regulation. Isolated, time-limited workshops were perceived by students and teachers as insufficient to ensure the transfer and maintenance of skills. The triangulated findings supported systematic, cross-subject reinforcement, clear progression of competencies by grade, and explicit alignment with the school’s pedagogical model.
Conclusions: A school-wide curriculum that embeds HHSS across subjects is recommended over sporadic workshops. Such a model should be adaptable to student characteristics, incorporate regular monitoring, and assign shared responsibility among all teachers. Embedding HHSS is expected to enhance school co-existence and equip students with transferable life skills beyond the classroom.
Keywords: social–emotional learning (SEL); social skills (HHSS); school coexistence; school climate; curriculum integration; conflict resolution; emotion regulation; secondary education; mixed-methods; Colombia; whole-school approach; pedagogical alignment.
DOI https://doi.org/10.55463/issn.1674-2974.52.7.1
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