Influence of Social-Emotional Learning, Integrated Counselling on Academic and Behavioural Outcomes in Multicultural Schools in Kwara State University, Nigeria

Alfred Olatayo AWOYEMI; Akinade Adebowale ADEWOJO; Christiana Boluwatife OLADOKUN; Tolulope Oluwatosin OLAYIWOLA -ADEDOJA

Authors

Alfred Olatayo AWOYEMI University of Ilorin, Nigeria Author
Akinade Adebowale ADEWOJO Head of Information and Documentation, NSPRI Author
Christiana Boluwatife OLADOKUN Department of Guidance and Counselling, Faculty of Education, `Federal University, Oye-Ekiti Author
Tolulope Oluwatosin OLAYIWOLA -ADEDOJA `Federal University, Oye-Ekiti Author

Keywords:

Academic Engagement, Behavioural Regulation, Cultural Responsiveness, Ecological Systems Theory, Social-Emotional Learning, University Counselling

Abstract

This study evaluated the influence of Social-Emotional Learning (SEL) into university counselling services at Kwara State University, Nigeria. Employing a qualitative case study design, five counsellors, ten lecturers, and twenty undergraduates participated in the interviews, observation, and document analysis. Thematic analysis revealed five emergent themes: cultural responsiveness, academic engagement, behavioural regulation, implementation enablers, and implementation barriers. Counsellors grounded SEL competencies in local proverbs, vernacular usage, and Adire motifs, which enhanced student comprehension and emotional connection. Students reported increased intrinsic motivation, goal attainment, and class participation, lecturers confirmed a 30% rise in voluntary contributions. Behavioural referrals dropped from twelve to five per semester as students applied breathing techniques, “I-statements” to manage stress and resolve conflict. Autonomy in session design and administrative support were key facilitators, why timetable conflicts and resource shortages hindered consistent delivery. Framed by Bronfenbrenner’s Ecological Systems Theory, findings underscore the need to adapt SEL interventions across microsystem, mesosystem, and macrosystem levels. The study concluded that culturally tailored SEL counselling can improve both academic and behavioural outcomes. Recommendations include structured faculty training, dedicated counselling spaces, and bended delivery models, future researchers should explore quantitative measures of SEL influence and long-term sustainability in similar contexts.

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References

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Influence of Social-Emotional Learning, Integrated Counselling on Academic and Behavioural Outcomes in Multicultural Schools in Kwara State University, Nigeria

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