Abstract
INTRODUCTION: Preschool children at risk of emotional and behavioral disorders (EBD) frequently lack essential social and emotional learning (SEL) competencies. This mixed-methods study investigated the effectiveness of a targeted SEL program in addressing these developmental gaps and fostering positive behavioral outcomes in early childhood settings. METHODS: The study employed a mixed-methods design involving 140 kindergarten children, including a sub-group of 29 preschoolers identified as being at risk for EBD. Quantitative data were gathered using a validated SEL assessment scale to measure pre- and post-program competence. Complementary qualitative insights were obtained through semi-structured interviews with six teachers who implemented the program. RESULTS: Quantitative analysis revealed that the SEL program significantly increased competence levels among at-risk children, with statistically significant improvements across all measured domains regardless of gender. However, non-at-risk peers maintained higher overall competence levels throughout the study. Qualitative findings from teacher interviews mirrored these gains, noting improvements in social, language, and cognitive skills. Teachers also highlighted enhanced child-adult relationships and a reduction in negative classroom behaviors, while identifying specific environmental factors that influenced implementation success. CONCLUSION: Both data sets converge to confirm the efficacy of the SEL program for at-risk kindergarteners. The study concludes that such interventions are vital for fostering behavioral and social development, leading to recommendations for enhanced teacher training in SEL practices to foster positive behaviors in the classroom, improve classroom communication and student outcomes in early childhood settings.