Social-emotional learning in ESOL with ninth-grade newcomers.

This article examines the perceived effectiveness of social-emotional learning (SEL) strategies on the emotions and well-being of ninth-grade ESOL (English for Speakers of Other Languages) learners in a U.S. suburban high school. Using qualitative data from classroom observations, discussions, surveys, and student artefacts, the study identifies four key SEL practices—restorative circles, letters to self, writing poetry, and classroom decoration—that fostered positive emotions such as happiness, safety, and belonging among Latin American newcomer students. The findings highlight SEL's role in enhancing students' emotional awareness and well-being by creating inclusive, supportive classroom environments that help mitigate negative emotions and promote social connection. The study underscores the importance of integrating SEL into English language teaching (ELT) to support both students' and teachers' well-being and calls for further research and culturally sensitive SEL practices in ELT contexts.