SOCIO-EMOTIONAL DEVELOPMENT IN THE SCHOOL ENVIRONMENT: THE ROLE OF TEACHERS

Abstract

The present study addressed the issue of challenges in the implementation of socio-emotional development programs in schools, seeking to understand how these programs can be integrated into the school curriculum. The general objective was to analyze the educational practices aimed at the development of these skills, identifying the contributions and obstacles faced. The methodology used consisted of a literature review that examined the existing literature on the subject, covering articles, books and theses that argue socio-emotional development in education. The results indicated that the continuous training of educators is a determining factor for the success of socio-emotional interventions. It was identified that the resistance of teachers and the lack of adequate resources are significant challenges that must be overcome. In addition, the analysis revealed that the assessment of socio-emotional competencies lacks objective methods, making it difficult to measure the results of the practices implemented. The final considerations suggested that the promotion of socio-emotional competencies should be a priority in educational policies, and that future research is needed to analyze the effectiveness of interventions in different contexts. The study highlighted the importance of an integrated approach, which involves the training of educators and the creation of school environments favorable to socio-emotional development.