1. Supportive Learning and School Environment 

Illustrate that all community members — teachers, administrators, and school leaders—are responsible and eligible to set an example for students by acting in a kind, encouraging, and respectful manner toward one another (Liem et al., 2017).

2. Partnership with Parents and the Community 

In order to foster SECs in young people, this strategy engages parents and the community. Platforms including parent-teacher conferences, parent seminars, and personalized education plans offered by neighborhood organizations can help achieve this (Liem et al., 2017).

3. Specific curricula for SEL 

This strategy refers to special education programs, such as life skills, human sexuality education, and educational and career guidance, that can serve as avenues for directly fostering SECs in young people (Liem et al., 2017). 

4. Infusion of SEL into the existing academic curriculum 

This method incorporates SEL within the official academic curriculum, especially in subjects like English language and literature, civics and moral education, and instructional programs that are conducive to the development of SECs (Liem et al., 2017).

5. Pedagogical approaches that require students to apply SECs

This strategy makes use of cooperative learning, group projects, buddy systems, and other instructional strategies to promote SECs (Liem et al., 2017).

6. Informal curriculum 

Students are encouraged to exercise their SECs through co-curricular activities, peer mediation, dispute resolution, and student leadership initiatives (Liem et al., 2017). 

7. Experiential learning 

Focusing on exposing kids to real-world difficulties in applicable settings such as school camps and community participation programs to acquire SECs (Liem et al., 2017).

8. Teachable moments 

Teachers can use spontaneous and real-world chances to build SECs and convey key learning ideas during class lectures (Liem et al., 2017).

1. Providing for the Social Dimension 

• Stressing the need for opportunities for students to interact with each other and teachers to practice social skills (Liem et al., 2017).

2. Providing for the Emotion Dimension 

• Underscoring the necessity of a safe and supportive learning environment for students to recognize and express their feelings (Liem et al., 2017).

3. Reflection

• Advocating for students to reflect on their social and emotional experiences to internalize and construct meaning for their experiences (Liem et al., 2017).

4. Relevance 

• The appropriate materials that relate to social-emotional learning are supposed to be incorporated to help students learn (Liem et al., 2017).

5. Action 

• The vital role of putting knowledge into practice (Liem et al., 2017).