SOCIAL-EMOTIONAL LEARNING AS A FACTOR IN CREATING A SAFE AND SUPPORTIVE EDUCATIONAL ENVIRONMENT IN PRIMARY SCHOOL

Abstract

The article provides a thorough analysis of the problem. The essence of the concepts of "social-emotional learning", "safe educational environment", "supportive educational environment" is revealed. The role of social-emotional learning in creating a safe and supportive educational environment in primary school is determined. It was found that the integration of socio-emotional learning into the educational process meets the requirements of the New Ukrainian School, promotes the formation of self-regulation, empathy, cooperation skills and responsible decision-making, significantly increases the academic performance of students, reduces the level of conflict and improves psychological well-being.

The results of scientific and theoretical analysis and practical examples of effective strategies for developing socio- emotional competencies of primary school students are presented: “emotional minutes”, morning meetings, positive

discipline, partnership interaction with parents, digital tools of emotional support. It is noted that the introduction of elements of socio-emotional learning in primary school contributes to the harmonious combination of pedagogical, psychological and social factors, ensuring the formation of a holistic personality adapted to modern challenges. The purpose of the study is to theoretically substantiate and determine the role of social-emotional learning as a key factor in creating a safe and supportive educational environment in elementary school. Research methods - analysis and synthesis method, systemic method, generalization method. It was concluded that the systematic implementation of socio-emotional learning increases the psychological resilience of primary school students, improves the quality of interaction in the educational environment, and provides conditions for their successful academic and social adaptation in the face of modern challenges.