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Strong emotional and social skills foster health and happiness. To achieve these skills, communities should facilitate and support individuals at all stages of life to refine their social skills and meet their varied social needs.

  • Develop and implement age and community-appropriate social and emotional education activities, curriculum, resources, and other tailored supports that empower individuals and communities to connect.
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Rationale

Healthy social and emotional development is a cornerstone of personal wellbeing and societal health. Social and emotional competencies, such as empathy, emotional regulation, self-awareness, and effective communication, empower individuals to build strong, positive relationships, manage interpersonal challenges, and participate constructively in their communities. Developing these skills enables individuals to feel more confident, connected, and resilient in the face of life’s inevitable stresses. Importantly, these skills are learned and refined through intentional education and practice, underscoring the role of community-led initiatives in supporting social and emotional development across all stages of life.

The need for structured social and emotional education arises from the profound impact these competencies have on life outcomes. Research has shown that people with well-developed social and emotional skills experience better mental health, improved academic and workplace performance, and more successful management of stress. Individuals equipped with these skills are more likely to achieve personal and professional success, adapt positively to changes, and contribute to a supportive and cooperative society. Building these skills early on, and reinforcing them as people grow, provides the foundation needed for individuals to navigate complex personal and professional relationships, positively impacting both personal growth and community health.

Tailored social and emotional development programs that consider age-appropriate, community-based needs are particularly effective, as they ensure that learning aligns with people’s unique life experiences and developmental stages. For instance, young children benefit from learning social skills through play, cooperation, and emotional expression, which establish the early building blocks of empathy and conflict resolution. Teenagers and young adults, on the other hand, benefit from programs that foster self-regulation, decision-making, and relationship skills in preparation for adult responsibilities. Adults and seniors, who often navigate family dynamics, career stressors, or life transitions, may benefit from programs that emphasize advanced interpersonal skills, emotional resilience, and stress management strategies. This life-stage-specific approach enables communities to provide continuous support, adapting to the shifting social and emotional needs that accompany each phase of life.

Additionally, by embedding these programs in culturally relevant and accessible ways, communities can ensure that everyone feels included and understood, which is vital for fostering social cohesion and reducing disparities. Programs that respect cultural contexts and acknowledge diverse social needs promote inclusivity and help bridge gaps between people of different backgrounds, building mutual respect and empathy. When communities invest in fostering social and emotional development, they lay the groundwork for a healthier, more connected society where individuals can thrive, support each other, and contribute to a collective sense of wellbeing.

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Related Evidence Briefs

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Case Studies

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Supporting Research

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Additional considerations

Developing emotional and social skills across different life stages is important for ensuring both personal wellbeing and the overall health of communities. Effective social and emotional learning (SEL) should begin with early intervention, embedding foundational skills such as empathy and cooperation into young children's activities. These early years are key as they set the stage for long-term emotional regulation and social interaction capabilities. However, the provision for such support should not end after schooling and efforts are needed to tailor and target SEL programs to diverse peoples.

As individuals enter the workforce, the challenges of navigating professional environments bring to light the necessity for continued social and emotional education, specifically focusing on achieving a healthy work-life balance. For working-age individuals, the stress of managing career demands alongside personal life can be significant. SEL programs that include strategies for maintaining this balance are essential. They help individuals manage their professional responsibilities without compromising their personal health and relationships, thereby preventing burnout and enhancing overall life satisfaction. Skills such as time management, stress reduction techniques, and setting professional boundaries are integral to these learning initiatives.

Support during non-normative life stages, such as divorce or bereavement, is equally important. Tailored interventions during these challenging times are important for helping individuals manage grief and upheaval, ensuring they continue to maintain social connections and emotional health. Additionally, parenting plays a critical role in social skills development, with parents needing resources that enable them to effectively guide their children in forming and sustaining healthy relationships.

Addressing the diverse needs across different life stages and community contexts requires a flexible and inclusive approach to SEL program development. It is essential to ensure that content, curriculum, and programs are available in various formats to accommodate different learning styles and accessibility needs. Communities may not have the resources or expertise to develop these programs independently; therefore, concerted efforts are needed to develop scalable, transferable, and adaptable programs at low cost. These efforts should focus on creating robust educational tools that can be customized to meet local needs while maintaining high standards of effectiveness and engagement.

By filling any gaps in SEL programming, especially for underserved or marginalized groups who might not have easy access to the resources, communities ensure that every member receives the necessary support to thrive in both personal and communal contexts. Overall, by integrating and continuously adapting SEL initiatives to meet the needs of individuals at different stages of life and in various circumstances, including the incorporation of work-life balance teachings, communities can foster resilient, socially skilled members who are well-prepared to contribute positively to their surroundings. This comprehensive approach not only aids in personal growth and happiness but also strengthens the communal fabric, creating a more inclusive and supportive environment for all.

Additional resources

  • WHO Evidence and Gap Maps for the UN Decade of Healthy Ageing

    Interactive tools to support global efforts in promoting long, healthy lives. These maps help identify research gaps and guide policy decisions for reducing social isolation, improving functional ability, and supporting older adults' wellbeing.

  • The Center on the Social and Emotional Foundations for Early Learning

    Promotes young children's social and emotional development by providing evidence-based resources for educators and caregivers. The Center focuses on building strong relationships, emotional regulation, and social skills to support children's school readiness and long-term success.

  • UBC’s Social Emotional Learning Resource Directory

    An online platform offering tools, guides, and research to support social-emotional learning. It provides resources to help educators, parents, and professionals promote emotional intelligence, resilience, and positive behaviour in children and adolescents.

  • Collaborative for Academic, Social, and Emotional Learning

    Advances social and emotional learning (SEL) in education by providing research-based tools and support. CASEL promotes SEL to help students develop self-awareness, social skills, and responsible decision-making for academic and life success.

  • Program for the Education and Enrichment of Relational Skills (PEERS®)

    An evidence-based social skills program for adolescents and young adults with autism and other socio-emotional challenges. Developed at UCLA, PEERS® teaches essential skills for making and maintaining friendships and relationships.

  • Second Step

    Promotes social-emotional learning (SEL) for children and adolescents through research-based curricula. It helps students build empathy, manage emotions, solve problems, and make responsible decisions, fostering safe and supportive learning environments.

  • Wayfinder

    Provides schools with resources to help students develop life skills and a sense of purpose. It offers a curriculum that supports students in building values, relationships, and resilience to thrive both in and out of school.

  • Parent to Parent Support

    Connects parents of children with special needs with trained mentors for emotional and practical support. The program offers guidance based on shared experiences, helping to reduce isolation and build a supportive community.

  • Cogenerate

    Fosters intergenerational collaboration to address societal challenges. It supports leaders and communities in creating initiatives that bridge generational divides, promoting inclusion and social change.

  • The National Academy for Social Prescribing

    Advocacy organization promoting the uptake and implementation of social prescribing, a model of healthcare designed to connect patients with non-medical community resources to improve health and wellbeing.

  • The Dalai Lama Center for Peace and Education

    Fosters compassion and wellbeing through education, promoting social-emotional learning (SEL) and mindfulness. The Center offers programs, resources, and events to cultivate empathy and kindness in individuals and communities.