SOCIAL-EMOTIONAL LEARNING POLICIES IN LATIN AMERICA: A REVIEW FROM INTERNATIONAL FRAMEWORKS
DOI:
https://doi.org/10.56219/dialctica.v1i28.5266Keywords:
social-emotional learning, educational public policy, Law 2383 of 2024, curricular implementation, teacher trainingAbstract
This study analyzes international social-emotional learning (SEL) frameworks and their application in the Colombian context, evaluating the potential of Law 2383 of 2024 as a reference for Latin America. Through a comparative documentary analysis of international institutional sources (United Nations Educational, Scientific and Cultural Organization [UNESCO], Organisation for Economic Co-operation and Development [OECD], World Bank), regional frameworks, and national legislation, the research examines the translation of global policies to local contexts.
The investigation confirms that SEL has robust empirical foundation, supported by the Yale study (2023) that analyzed 424 experimental research studies demonstrating effectiveness in academic performance and student well-being. International frameworks establish consensus on five fundamental domains: open-mindedness, task performance, engaging with others, collaboration, and emotional regulation, which are strategically integrated within the Sustainable Development Goals (SDGs) 3 and 4. At the regional level, the Santiago Declaration (2024) positions social-emotional education as a strategic priority, while Colombia emerges as a Latin American leader through the enactment of Law 2383 of 2024, which establishes a comprehensive framework for transversal SEL implementation across all educational levels. Nevertheless, significant obstacles persist that limit the effectiveness of these policies: gaps between policy formulation and effective implementation, absence of adequate evaluation systems, misconceptions about the SEL-academic performance relationship, and specialized teacher training needs. Colombian urban-rural disparities present additional challenges requiring differentiated strategies. Successful experiences from Helsinki, Sintra, and Bogotá demonstrate that effective implementation requires committed political leadership, participation from diverse sectors, scientific foundation, and contextual adaptation. Continuous teacher training and the creation of safe school environments emerge as fundamental elements for the success of SEL interventions.
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