Path of Science: International Electronic Scientific Journal

Social-Emotional Learning (SEL) has become a global priority in education, recognised for its role in fostering emotional intelligence, interpersonal skills, and responsible decision-making among learners. Frameworks developed by organisations such as CASEL, the OECD, and the WHO have shaped how SEL is implemented in many education systems worldwide. However, in low- and middle-income countries, particularly in Sub-Saharan Africa, SEL implementation remains uneven and under-researched. This systematic review examines the state of SEL integration across Nigeria's K–16 education system, encompassing early childhood through tertiary education. Drawing on a systematic review methodology, the study analysed peer-reviewed research, reports from NGOs and UN agencies, grey literature, and national policy documents published between 2000 and 2025. Thematic analysis was used to identify key patterns, structural gaps, and culturally specific innovations in SEL practice. Findings indicate that SEL integration is emerging, especially in early and primary education through donor-supported programs, but remains minimal at the secondary and tertiary levels. Systemic barriers include the absence of a nationally recognised SEL framework, limited teacher preparation, overdependence on external funding, and significant disparities in access between urban and rural schools. The review also highlights unique contextual opportunities, such as the role of indigenous storytelling, religious institutions, and communal values like Ubuntu, in enriching SEL design and delivery. It concludes by calling for the development of a culturally grounded national SEL framework, stronger integration into teacher training and curricula, investment in monitoring and research systems, and equity-driven implementation strategies. Taken together, these actions are essential for embedding SEL as a core component of educational quality, youth wellbeing, and long-term national development in Nigeria.

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