SOCIO-EMOTIONAL SKILLS AS PROMOTERS OF PSYCHOLOGICAL WELL-BEING IN THE SCHOOL ENVIRONMENT

Abstract

This article aims to analyze the role of socio-emotional skills as promoters of psychological well-being in the school environment, a topic that has gained prominence in recent decades due to the increase in emotional and relational demands among students. The research was motivated by the observation that, although the relevance of socio-emotional skills is widely recognized, a significant gap persists in understanding how these skills can be effectively integrated into school practices to promote mental health. In this context, the study sought to answer the central question: how do socio-emotional skills contribute to the psychological well-being of students and what challenges permeate their implementation in daily school life? The overall objective of the work was to examine, through a literature review, theoretical and empirical evidence that relates socio-emotional development to the improvement of psychological well-being in the educational context. To this end, a qualitative and exploratory review methodology was adopted, in which 13 articles published between 2019 and 2025, in Portuguese, available in databases such as Google Scholar and SciELO, were selected. The inclusion criteria considered thematic relevance, methodological rigor, and alignment with the concepts of socio-emotional competencies and psychological well-being. The data were analyzed through thematic analysis, which allowed the findings to be organized into categories consistent with the study's axes. The results indicated that competencies such as emotional self-regulation, empathy, self-control, cooperation, and responsible decision-making have a significant impact on students' emotional balance and interpersonal relationships in the school environment. It was also possible to identify that the absence of systematic work on these skills can contribute to increased conflicts, emotional difficulties, and impairments in academic performance. Furthermore, the importance of teacher training, the quality of the school climate, and the adoption of consistent educational policies for the effective integration of socio-emotional competencies was highlighted. It is concluded that socio-emotional development is an essential component for promoting psychological well-being in the school environment, offering individual and collective benefits. The study contributes by bringing together recent evidence that reinforces the need for intentional educational practices aligned with the holistic development of students, as well as indicating avenues for future research and interventions.