Author: Ms. Vidya Remesh & Dr. Yogita Mandole
DOI Link: https://doi.org/10.70798/Bijmrd/04011021
Abstract: The development of social and emotional competence is a central goal of education, particularly during adolescence, a period marked by significant social, emotional, and academic challenges. NEP 2020 highlights the importance of social-emotional learning (SEL), life skills, and value-based education as essential outcomes of schooling, particularly during adolescence. The present study aimed to explore and understand gendered experiences of social and emotional competence among higher secondary school students within an inclusive educational context. Adopting a qualitative exploratory research design, data were collected through semi-structured interviews with 50 higher secondary students (25 boys and 25 girls) selected using convenience sampling from school in Navi Mumbai. The interview schedule was structured around five dimensions of social and emotional competence: self-awareness, social awareness, selfmanagement, relationship management, and responsible decision-making. The data were analysed using thematic analysis. The findings revealed that boys and girls demonstrated largely similar levels of selfawareness, social awareness, relationship management, and responsible decision-making, with differences primarily in modes of emotional expression rather than in competence. A notable gender difference emerged in the domain of self-management. The study concludes that gender differences in socio-emotional competence are minimal during late adolescence, with self-management being the only domain showing distinct gender-related patterns.
Keywords: Social and Emotional Competence, Gender Differences, Higher Secondary Students, Qualitative Exploratory Study, Social and Emotional Learning.
Page No: 114-119