Harnessing fragility: socio-emotional education as a pathway to adolescent resilience

This paper investigates how socio-emotional education (SEL) can address adolescents’ emotional and relational fragilities in complex educational environments. The research is guided by the following questions: How can SEL programs transform adolescent fragility into relational resilience? What role do schools, families, and communities play in supporting this transformation? The study draws on Bronfenbrenner’s (1979) ecological systems theory to explore the interconnected influences on adolescents’ socio-emotional development and is enriched by Masten’s (2014) work on resilience as an adaptive process in adversity. Using a qualitative case study methodology, the research examines two SEL initiatives: (1) a peer mentoring program for adolescents in economically marginalized urban areas, and (2) culturally responsive SEL workshops in multicultural classrooms in Southern Europe. Data were collected through semi-structured interviews with educators, students, and parents, along with classroom observations and policy document analyses. Preliminary findings suggest that SEL programs effectively reduce emotional isolation and foster self-awareness and empathy among adolescents. The study identifies three key outcomes: (1) the development of emotionally inclusive classrooms that prioritize student voice and relational care; (2) stronger school-community partnerships that address socio-emotional fragility holistically; and (3) the emergence of student-led initiatives that normalize vulnerability as a source of strength. The research contributes to the growing body of literature advocating for SEL as a central component of educational systems. By reframing fragility as an opportunity for relational and emotional growth, the paper calls for policies that embed SEL into national curricula and teacher training programs. It argues that this shift is essential for fostering inclusive, empathetic, and resilient educational ecosystems.