Michael P. Anino^1,, Marife V. Ubalde¹

This systematic literature review explores the integration of socio-emotional learning (SEL) skills in mathematics education and their impact on students’ academic engagement, resilience, and overall learning outcomes. SEL encompasses core competencies such as self-awareness, self-regulation, motivation, empathy, and responsible decision-making—skills that are increasingly recognized as essential in supporting students’ ability to navigate mathematical challenges. Despite the cognitive emphasis of mathematics instruction, recent studies show that affective factors significantly influence students’ problem-solving behavior, classroom participation, and persistence in the face of difficulty. This review examined fifteen peer-reviewed articles published between 2018 and 2025 using a thematic analysis approach. Articles were selected based on criteria including relevance to SEL in mathematics, methodological rigor, and contribution to current educational discourse. The findings highlight a consistent positive relationship between SEL competencies and students’ mathematical performance, particularly in the areas of emotional regulation, collaboration, and motivation. However, the review also reveals a gap in the systematic integration of SEL in math classrooms. Key challenges include limited teacher training, curriculum constraints, and the absence of affective goals in assessment frameworks. The review concludes by recommending structured, intentional incorporation of SEL into mathematics instruction to cultivate emotionally intelligent and academically resilient learners prepared for the demands of 21st-century education.

Socio-Emotional Learning, Mathematics Education, Emotional Resilience, Student Motivation, Affective Skills