Development of Social and Emotional Skills Among Students with Learning Difficulties: Basis for a Proposed Intervention Program

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS
ISSN(p in ): 2643-9840, ISSN(online): 2643-9875
Volume 08 Issue 09 Sep embe 2025
DOI: 10.47191/ijm a/ 8-i09-57, Impac Fac o : 8.266
Page No. 5423-5457
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5423
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning
Di icul ies: Basis o a P oposed In e en ion P og am
Lelanie Agbayani Pico1, Samboy G. Nabo 2
1Bulacao In eg a ed School
2Uni e si y o Pe pe ual Help Sys em Dal a
ABSTRACT: S uden s wi h lea ning di icul ies ace pe sis en challenges ha ex end beyond academics, impac ing hei social and
emo ional de elopmen , which is c i ical o sel - egula ion, ela ionship building, and decision-making. While in e en ions o en
p io i ize academic emedia ion, ewe emphasize s a egies ha os e socio-emo ional g ow h. This s udy examined he ex en
o s uden s’ lea ning di icul ies, he s a egies used by eache s and pa en s, and he socio-emo ional skills o lea ne s in inclusi e
educa ion. I also assessed di e ences in socio-emo ional ou comes ac oss le els o lea ning di icul ies and he co ela ions
be ween ins uc ional s a egies and speci ic socio-emo ional domains. A desc ip i e-co ela ional design was employed, in ol ing
42 pa en s and 28 eache s om Valencia Ci y, Bukidnon, who e alua ed he lea ning and socio-emo ional p o iles o 42 s uden s.
Findings e ealed ha s uden s consis en ly expe ienced di icul ies ac oss pe cep ual and in o ma ion p ocessing, language and
audi o y p ocessing, mo o abili ies, social and o ganiza ional skills, a en ion, and w i en language. Teache s and pa en s
epo ed equen bu une en use o s a egies, while socio-emo ional skills we e a ed a eme ging o de eloping le els.
Compa a i e analysis showed domain-speci ic di e ences: pe cep ual and in o ma ion p ocessing was signi ican in sel -
managemen (p = 0.012) and esponsible decision-making (p = 0.007); language and audi o y p ocessing in sel -awa eness (p =
0.043) and ela ionship skills (p = 0.047); and w i en language in esponsible decision-making (p = 0.010) and social awa eness (p
< 0.001). Mo o abili ies, social and o ganiza ional skills, and a en ion showed no signi ican e ec s (all p > 0.05). Co ela ion
analysis e ealed a ge ed associa ions: pe cep ual and in o ma ion p ocessing wi h esponsible decision-making ( = 0.238, p =
0.029) and social awa eness ( = 0.564, p < 0.001); language and audi o y wi h sel -awa eness ( = 0.226, p = 0.039) and social
awa eness ( = 0.241, p = 0.027); mo o abili ies wi h sel -awa eness ( = 0.343, p = 0.001); social and o ganiza ional wi h
esponsible decision-making ( = 0.227, p = 0.038) and social awa eness ( = 0.256, p = 0.019); a en ion wi h sel -awa eness ( =
0.342, p = 0.001); and w i en language wi h sel -awa eness ( = 0.327, p = 0.002) and social awa eness ( = 0.252, p = 0.021).
Based on hese esul s, an in e en ion p og am was de eloped inco po a ing isual aids, s uc u ed ou ines, e lec i e w i ing,
pee collabo a ion, and mul isenso y s a egies o add ess domain-speci ic di icul ies and os e socio-emo ional g ow h in
inclusi e class ooms.
KEYWORDS: lea ning di icul ies, social-emo ional lea ning, eaching s a egies, pa en al s a egies, in e en ion p og am
I. INTRODUCTION
Educa ion is globally ecognized as a undamen al human igh and a d i e o indi idual empowe men , social equi y,
and economic de elopmen . In e na ional amewo ks emphasize ha access o schooling mus be bo h inclusi e and high quali y,
add essing no only cogni i e ou comes bu also social and emo ional de elopmen . The Uni ed Na ions’ Sus ainable De elopmen
Goal 4 (SDG 4) speci ically calls o inclusi e, equi able, and quali y educa ion and li elong lea ning oppo uni ies o all, ensu ing
ha lea ne s wi h disabili ies and lea ning di icul ies a e no le behind (Uni ed Na ions, n.d.).
In he Philippines, hese commi men s a e e lec ed in majo legisla ion. The Enhanced Basic Educa ion Ac o 2013
(Republic Ac No. 10533) manda es a esponsi e and con ex - ele an K–12 cu iculums ha includes p o isions o inclusi i y
(Republic Ac No. 10533, 2013). Mo e ecen ly, he Inclusi e Educa ion Ac (Republic Ac No. 11650, 2022) ins i u ionalized suppo
sys ems o lea ne s wi h disabili ies, manda ing ha hey be p o ided wi h se ices wi hin egula schools, suppo ed h ough
Inclusi e Lea ning Resou ce Cen e s (Republic Ac No. 11650, 2022). Despi e hese amewo ks, p ac ical challenges pe sis . Fo
example, as o School Yea 2023–2024, only abou 324,968 lea ne s wi h disabili ies (LWDs) we e en olled in schools, which
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5424
ep esen s jus a ound 20% o he es ima ed 1.595 million LWDs aged 2–17 na ionwide (EDCOM II, 2024). This indica es a
signi ican gap be ween policy in en and ac ual access.
Capaci y cons ain s also limi implemen a ion. In 2024, he Sena e highligh ed a sho age o mo e han 7,000 Special
Needs Educa ion (SNED) eache s, wi h only 5,147 cu en ly employed compa ed o an es ima ed need o 12,798 based on
en ollmen (Sena e o he Philippines, 2024). Such sho ages con ibu e o di icul ies in add essing no only academic bu also
social-emo ional needs. Fu he mo e, esul s om he P og amme o In e na ional S uden Assessmen (PISA) 2022 showed ha
only 16% o Filipino 15-yea -olds a ained baseline p o iciency in ma hema ics, 24% in eading, and 23% in science a below
in e na ional a e ages (OECD, 2023a; OECD, 2023b). These indings highligh he b oade lea ning c isis, in which s uden s wi h
lea ning di icul ies a e among he mos ulne able.
Li e a u e has long no ed ha academic s uggles among s uden s wi h lea ning disabili ies o en co-occu wi h social wi hd awal,
a oidance, and diminished sel -con idence (S ecko ich & Schul z, 2021). In con as , social compe ence is consis en ly associa ed
wi h academic achie emen and long- e m pe sonal success (Vasileiadis, 2024). In e en ions such as class oom-based social skills
ins uc ion, pee -media ed suppo s, and cul u ally esponsi e me hods ha e demons a ed posi i e e ec s on s uden s’
communica ion, empa hy, and coope a i e beha io s (Ga cía-G au e al., 2023; González e al., 2022; Chang e al., 2023; Zeng e
al., 2022). Ye hese in e en ions a e o en s udied in u ban o high- esou ce se ings, lea ing a gap in e idence abou hei
e ec i eness in u al, unde - esou ced, and cul u ally di e se con ex s like many Philippine schools.
Gi en hese eali ies, he p esen s udy examines he social and emo ional skills o s uden s wi h lea ning di icul ies in
he Philippine con ex . I ocuses on co e domains o sel -awa eness, sel -managemen , esponsible decision-making, social
awa eness, and ela ionship skills, while also conside ing how speci ic ypes o lea ning di icul ies such as pe cep ual and
in o ma ion p ocessing, language and audi o y p ocessing, mo o abili ies, social and o ganiza ional skills, a en ion, and w i en
language ela e o hese compe encies. By d awing on he pe spec i es o bo h eache s and pa en s, he s udy aims o gene a e
insigh s ha can in o m con ex -sensi i e in e en ions, s eng hening bo h he academic and socio-emo ional de elopmen o
lea ne s wi h di icul ies
Resea ch Ques ion
This s udy sough o in es iga e he ex en o lea ning di icul ies expe ienced by s uden s and o assess he s a egies
employed by eache s and pa en s in add essing hese challenges. I u he aimed o examine how hese ac o s ela e o he
social and emo ional skills o lea ne s in inclusi e educa ion se ings. The indings o his s udy se ed as he basis o o mula ing
a p oposed in e en ion p og am designed o s eng hen s uden s’ social and emo ional de elopmen , he eby suppo ing hei
holis ic g ow h and o e all educa ional expe ience.
Speci ically, he s udy aimed o answe he ollowing ques ions:
1. Wha is he le el o lea ning di icul ies expe ienced by he s uden s in e ms o ?
1.1 pe cep ual and in o ma ion p ocessing;
1.2 language and audi o y p ocessing;
1.3 mo o abili ies;
1.4 social and o ganiza ional skills;
1.5 a en ion; and
1.6 w i en language?
2. To wha ex en do eache s and pa en s p ac ice di e en s a egies o handle s uden lea ning di icul ies in e ms o :
2.1 pe cep ual and in o ma ion p ocessing;
2.2 language and audi o y p ocessing;
2.3 mo o abili ies;
2.4 social and o ganiza ional skills;
2.5 a en ion; and
2.6 w i en language?
3. Wha is he le el o s uden s’ social and emo ional skills in e ms o :
3.1 sel -awa eness;
3.2 sel -managemen ;
3.3 esponsible decision-making;
3.4 social awa eness; and
3.5 ela ionship skills?
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5425
4. Is he e a signi ican di e ence be ween he s uden s’ social and emo ional skills when hey a e g ouped acco ding o he le el
o hei lea ning di icul ies?
5. Is he e a signi ican ela ionship be ween he ex en o eache s’ and pa en s’ use o ins uc ional s a egies add essing
s uden s’ lea ning di icul ies and he s uden s’ le el o social and emo ional skills?
6. Based on he esul o he s udy, wha in e en ion p og am may be p oposed?
Scope and Limi a ion o he S udy
This s udy was con ined o examining he ela ionship be ween eache s’ use o ins uc ional s a egies and he social and
emo ional skills o s uden s wi h lea ning di icul ies. I speci ically co e s six domains o lea ning challenges such as pe cep ual
and in o ma ion p ocessing, language and audi o y p ocessing, mo o abili ies, social and o ganiza ional skills, a en ion, and
w i en language. Co espondingly, i measu es s uden s’ social-emo ional compe encies in e ms o sel -awa eness, sel -
managemen , esponsible decision-making, social awa eness, and ela ionship skills.
The esea ch pa icipan s include eache s and pa en s om selec ed schools, wi h da a collec ed h ough s uc u ed su ey
ques ionnai es. The esul s a e in ended o o m he basis o a p oposed in e en ion p og am designed o enhance social skills
in inclusi e class oom se ings.
Howe e , he scope o his s udy was limi ed o he speci ic popula ion and loca ion om which he esponden s we e selec ed,
and he e o e he indings may no be applicable o all educa ional con ex s. Fu he mo e, he esea ch ocuses on co ela ions
a he han causa ion, and o he in luen ial ac o s such as amily en i onmen , pee in e ac ions, and ex acu icula
engagemen s a e beyond he scope o his in es iga ion.
F amewo k
The concep ual amewo k o his s udy illus a es he ela ionship among he key a iables ha guided he esea ch p ocess.
I illus a es he logical low om he iden i ied inpu s, h ough he p ocesses o da a collec ion and analysis, owa d he in ended
ou pu s. By p esen ing his sequence, he amewo k se es as a isual guide ha connec s he a iables o he s udy and cla i ies
how he esea ch was designed o achie e i s objec i es.
The Inpu -P ocess-Ou pu (IPO) Model o his s udy began wi h he inpu , which included h ee majo componen s. Fi s was
he le el o lea ning di icul ies expe ienced by he s uden s, measu ed ac oss six domains: pe cep ual and in o ma ion p ocessing,
language and audi o y p ocessing, mo o abili ies, social and o ganiza ional skills, a en ion, and w i en language. Second was
he ex en o which eache s p ac iced di e en s a egies o add ess hese lea ning di icul ies, also classi ied unde he same six
domains. Thi d was he le el o s uden s’ social and emo ional skills, assessed h ough i e co e compe encies: sel -awa eness,
sel -managemen , esponsible decision-making, social awa eness, and ela ionship skills.
The p ocess in ol ed a sys ema ic esea ch p ocedu e, s a ing wi h he dis ibu ion o su ey ques ionnai es o ga he he
equi ed da a om s uden s and eache s. This was ollowed by da a ga he ing p ocedu es o ensu e accu acy and comple eness
o esponses. The collec ed da a we e hen subjec ed o da a analysis and in e p e a ion, using app op ia e s a is ical ea men s
o de e mine ela ionships and signi ican indings.
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5426
The ou pu o his p ocess was a P oposed In e en ion P og am designed o enhance he social and emo ional skills o
s uden s while add essing hei speci ic lea ning di icul ies. This p og am se ed as a p ac ical amewo k o eache s, pa en s,
and school adminis a o s o imp o e lea ning expe iences and os e holis ic s uden de elopmen .
II. RESEARCH DESIGN
This s udy employed a quali a i e esea ch design using a phenomenological app oach. Phenomenology, as a esea ch
adi ion, seeks o explo e and in e p e he essence o li ed expe iences by desc ibing how indi iduals pe cei e and make sense
o hei eali ies. Recen schola s emphasize ha phenomenology enables a deepe unde s anding o how pe sonal and social
con ex s shape indi idual expe iences, making i a powe ul me hod o unco e ing meaning in complex human si ua ions (Sundle
e al., 2020; Neubaue e al., 2020).
This app oach is pa icula ly sui ed o examining he li ed expe iences o s uden -a hle es as hey na iga e he challenges o
balancing academic esponsibili ies wi h he demands o a hle ic aining and compe i ion. Phenomenology unc ions bo h as a
me hodology and as a way o seeing he wo ld, allowing esea che s o mo e beyond desc ip ion owa d in e p e a ion o meaning
(Mous akas & Sigel, 2021; Thomas & Rosse , 2022). Speci ically, in e p e i e phenomenology highligh s he con ex ual na u e o
expe iences, enabling insigh s in o he meanings s uden -a hle es a ach o hei daily s uggles and coping s a egies.
A key me hodological p inciple o phenomenology is b acke ing, which equi es he esea che o se aside p econcep ions
and biases so ha pa icipan s’ oices can eme ge au hen ically. This ensu es ha he phenomenon— he eali ies o balancing
class and cou —is e ealed h ough he pe spec i es o hose li ing i . In his s udy, semi-s uc u ed in e iews se ed as he
p ima y da a collec ion ool, as hey allowed pa icipan s o sha e open, hones , and deeply pe sonal accoun s o hei ou ines,
challenges, and s a egies.
The choice o his esea ch design is jus i ied by i s alignmen wi h he s udy’s objec i es: o explo e, desc ibe, and in e p e
he coping and na iga ional s a egies o s uden -a hle es, and o con ibu e meaning ul insigh s ha can in o m academic and
a hle ic suppo p og ams.
Resea ch Ins umen
The main esea ch ins umen s used in his s udy we e wo se s o semi-s uc u ed ques ionnai es, one designed o pa en s
and he o he o eache s o s uden s wi h lea ning di icul ies. Bo h ins umen s we e ca e ully adap ed om es ablished ools
such as he Social Skills Imp o emen Sys em–Ra ing Scales (SSIS-RS) and we e con ex ualized o he local educa ional se ing o
ensu e cla i y and app op ia eness. The sepa a e se s ensu ed ha da a could be collec ed om bo h he home and school
pe spec i es, cap u ing a mo e comp ehensi e unde s anding o s uden s’ challenges and social-emo ional de elopmen .
Each ques ionnai e was di ided in o h ee majo pa s, aligned wi h he speci ic objec i es o he s udy. Fo Pa I, bo h pa en s
and eache s a ed he ex en o s uden s’ lea ning di icul ies in six a eas: pe cep ual and in o ma ion p ocessing, language and
audi o y p ocessing, mo o abili ies, social and o ganiza ional skills, a en ion, and w i en language. A 4-poin Like scale (1 =
Ne e o 4 = Always) was used, and composi e means we e compu ed o de e mine he o e all le el o di icul y.
Fo Pa 2, pa en s and eache s e alua ed he equency wi h which hey employed s a egies o handle he iden i ied
lea ning di icul ies. The i ems pa alleled he same six a eas o di icul y, allowing o compa ison ac oss he wo g oups o
esponden s. This sec ion assessed bo h he consis ency o p ac ice and pe cei ed e ec i eness o s a egies used a home and
in school.
Fo Pa 3, eache s and pa en s a ed s uden s’ social and emo ional skills in i e domains: sel -awa eness, sel -managemen ,
esponsible decision-making, social awa eness, and ela ionship skills. I ems ocused on obse able beha io s such as
communica ion, coope a ion, empa hy, and sel -con ol, again using he same 4-poin Like scale.
Da a Ga he ing
The p ocess o da a collec ion in his s udy was ca ied ou in a sys ema ic and e hical manne o ensu e bo h he accu acy o
he in o ma ion and he p o ec ion o esponden s. The esea che began by o mally seeking pe mission om school o icials in
Valencia Ci y, Bukidnon, o conduc he s udy among selec ed inclusi e schools. Once app o al was g an ed, pu posi e sampling
was employed o iden i y quali ied esponden s, speci ically pa en s and eache s who had a leas one yea o expe ience wo king
wi h s uden s o mally ecognized as ha ing lea ning di icul ies.
A e he lis o esponden s was inalized, he esea che adminis e ed wo se s o s uc u ed ques ionnai es: one designed o
pa en s and he o he o eache s. P io o dis ibu ion, he ins umen had unde gone pilo es ing and alida ion o con i m i s
cla i y, app op ia eness, and eliabili y. Responden s we e b ie ed on he objec i es o he s udy, gi en clea ins uc ions on how
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5427
o accomplish he ques ionnai e, and asked o p o ide in o med consen o a i m hei olun a y pa icipa ion and gua an ee
con iden iali y.
The ques ionnai es we e dis ibu ed ei he in p in ed copies deli e ed pe sonally o schools and households o h ough
secu ed online pla o ms, depending on esponden s’ accessibili y and p e e ence. Responden s we e allo ed one o wo weeks
o comple e he su ey. Du ing his pe iod, he esea che main ained close coo dina ion, o e ing cla i ica ions when necessa y
and ensu ing smoo h da a collec ion. Comple ed ques ionnai es we e ca e ully e ie ed by he esea che , checked o accu acy
and comple eness, and hen o ganized o s a is ical p ocessing.
Th oughou he en i e p ocedu e, s ic adhe ence o e hical esea ch p inciples was main ained. Responden s’ iden i ies we e
kep con iden ial, and he da a collec ed we e used solely o academic pu poses and o in o m educa ional p ac ices aimed a
suppo ing s uden s wi h lea ning di icul ies.
S a is ical T ea men
To analyze he da a ga he ed om pa en s and eache s, a combina ion o desc ip i e and in e en ial s a is ics was employed.
Each s a is ical ool was ca e ully chosen o add ess he speci ic objec i es o he s udy.
1. To de e mine he ex en o lea ning di icul ies expe ienced by s uden s in he a eas o pe cep ual and in o ma ion p ocessing,
language and audi o y p ocessing, mo o abili ies, a en ion, and w i en language, desc ip i e s a is ics we e used. Speci ically,
equency coun s, pe cen ages, means, and composi e means we e compu ed. These ools allowed he esea che o summa ize
how o en and o wha deg ee s uden s expe ienced speci ic di icul ies, wi h in e p e a ion guided by he e bal desc ip ion scale
(“Ne e ,” “Some imes,” “O en,” “Always”).
2. To assess he s a egies used by eache s and pa en s in handling lea ne s’ di icul ies, he same se o desc ip i e s a is ics
( equency, pe cen age, mean, and composi e mean) was applied. These compu a ions highligh ed he mos and leas equen ly
employed s a egies and p o ided a basis o compa ing he esponses o he wo g oups.
3. To e alua e he social and emo ional skills o lea ne s ac oss he i e domains such as sel -awa eness, sel -managemen ,
esponsible decision-making, social awa eness, and ela ionship skills, desc ip i e s a is ics we e also used. Mean and composi e
mean alues we e calcula ed o de e mine he deg ee o which s uden s displayed each skill, suppo ed by he same ca ego ical
in e p e a ion scale.
4. To es o signi ican di e ences in s uden s’ social and emo ional skills when g ouped acco ding o he le el o hei lea ning
di icul ies, a One-Way Analysis o Va iance (ANOVA) was conduc ed. This in e en ial ool was app op ia e as i compa ed he
means o mo e han wo g oups, allowing he esea che o de e mine whe he a ying le els o lea ning di icul ies esul ed in
signi ican di e ences in he i e SEL domains.
5. To es o signi ican ela ionships be ween he ex en o eache s’ use o ins uc ional s a egies and he s uden s’ social and
emo ional skills, Pea son’s co ela ion coe icien was employed. This s a is ical ool measu ed bo h he s eng h and di ec ion
o he ela ionship, iden i ying which SEL domains we e associa ed wi h speci ic ins uc ional s a egies.
III. RESULTS
This chap e p esen s he esul s o he s udy in ela ion o he s a ed esea ch p oblems. The da a ga he ed om eache s
and pa en s we e sys ema ically o ganized, analyzed, and in e p e ed o p o ide meaning ul insigh s in o he ex en o he
lea ne ’s lea ning di icul ies, he eache s’ s a egies in add essing hese lea ning di icul ies, and hei ela ionship o de eloping
he lea ne s’ socio-emo ional skills.
On he le el o lea ning di icul ies expe ienced by he s uden s in e ms o :
1.1 pe cep ual and in o ma ion p ocessing
Table 1.1 p esen s he pe cep ions o bo h pa en s and eache s ega ding he lea ning di icul ies expe ienced by s uden s
in he a ea o pe cep ual and in o ma ion p ocessing. The o e all mean a ing gi en by pa en s is 3.37, while eache s ga e a
sligh ly highe a ing o 3.64. Bo h alues all wi hin he e bal in e p e a ion o “Always,” based on he 4-poin scale p o ided.
This esul indica es ha lea ne s consis en ly s uggle wi h cogni i e asks such as ecalling audi o y in o ma ion, p ocessing isual
de ails, main aining a en ion, and unde s anding complex ins uc ions. These ypes o di icul ies a e c i ical as hey o m he
ounda ion o e ec i e class oom engagemen and lea ning.

De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5428
Table 1.1 Lea ning di icul ies expe ienced by he s uden s in e ms o pe cep ual and in o ma ion p ocessing expe ienced by
he s uden s
Table 1.1 p esen s he lea ning di icul ies o s uden s in he a ea o pe cep ual and in o ma ion p ocessing, as e alua ed by
bo h pa en s and eache s. The composi e mean sco e o 3.37 om pa en s and 3.64 om eache s bo h all unde he “Always”
ca ego y, indica ing ha s uden s consis en ly encoun e challenges in p ocessing, in e p e ing, and esponding o senso y
in o ma ion in he lea ning en i onmen . The sligh ly highe a ings om eache s sugges ha such di icul ies a e mo e
obse able in s uc u ed class oom con ex s, whe e s uden s mus espond o mul iple ins uc ions, manage ma e ials, and shi
a en ion apidly.
Among he indica o s, he highes - a ed i em by pa en s (Mean = 3.79) is “My child inds i ha d o emembe hings jus
hea d in class,” poin ing o signi ican audi o y wo king memo y di icul ies, which hinde s uden s' abili y o e ain and ac on
e bal ins uc ions. Meanwhile, he highes - a ed i em by eache s (Mean = 3.79) is “The lea ne ge s con used when ying o
unde s and wha he/she sees o hea s,” e lec ing he complexi y o mul i-senso y in eg a ion di icul ies in class oom se ings.
These indings a i m ha s uden s a e pa icula ly a ec ed by he simul aneous p ocessing o audi o y and isual inpu s. As Wong
e al. (2023) explained, s uden s wi h pe cep ual p ocessing challenges o en ha e ouble decoding audi o y and isual cues a
he same ime, especially in as -paced, s imulus- ich en i onmen s such as class ooms. This senso y o e load can easily esul in
con usion, missed ins uc ions, and impai ed ask pe o mance.
In con as , he lowes - a ed i em by bo h pa en s (Mean = 2.81) and eache s (Mean = 3.45) is “Finds i di icul o ecognize
isual pa e ns o shapes.” Al hough his s ill indica es equen occu ence, i sugges s ha isual-spa ial di icul ies, while
p esen , a e less p io i ized compa ed o b oade in o ma ion p ocessing p oblems. This obse a ion aligns wi h he indings o
Ri e a and Dizon (2022), who no ed ha while isual-spa ial issues such as ouble in e p e ing diag ams o ecognizing pa e ns
can a ec academic pe o mance, hey end o be less dis up i e han impai men s in audi o y p ocessing o a en ional con ol.
The composi e mean sco es om bo h g oups unde sco e a sha ed awa eness o pe sis en pe cep ual di icul ies, wi h
eache s epo ing sligh ly highe se e i y. This disc epancy could be a ibu ed o he s uc u ed, mul i- asking demands o he
class oom, whe e s uden s mus decode o al ins uc ions, obse e isual cues, and espond wi hin ime cons ain s. This pa e n
is consis en wi h Ma inez and San os (2024), who emphasized ha in o ma ion-p ocessing de ici s o en lead o academic
us a ion and emo ional s ain, pa icula ly when lea ne s canno keep pace wi h ins uc ion o misin e p e audi o y and isual
inpu .
1.2 language and audi o y p ocessing
Table 1.2 illus a es he lea ning di icul ies expe ienced by s uden s in e ms o language and audi o y p ocessing, based on he
pe cep ions o bo h pa en s and eache s. The composi e mean sco es 3.54 om pa en s and 3.51 om eache s bo h all wi hin
he "Always" ca ego y. This indica es ha such di icul ies a e equen ly and consis en ly obse ed ac oss bo h home and school
en i onmen s, highligh ing hei pe sis en impac on s uden s’ abili y o unde s and spoken language, exp ess ideas e bally, and
ollow o al di ec ions.
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5429
Table 1.2 Lea ning di icul ies expe ienced by he s uden s in e ms o language and audi o y p ocessing expe ienced by he
s uden s
The highes - a ed indica o among pa en s was “My child inds i di icul o connec wo ds o hei meanings” wi h a mean
o 3.69, while eache s ga e a simila ly high a ing o 3.67 o he same i em. This emphasizes a sha ed conce n ega ding seman ic
p ocessing di icul ies, whe e lea ne s s uggle o a ach app op ia e meaning o wo ds, leading o challenges in comp ehension
and exp ession. As San os and Rami ez (2023) explain, de ici s in language p ocessing a e s ongly associa ed wi h delays in
ocabula y de elopmen , poo eading comp ehension, and limi ed exp essi e language skills, all o which a e essen ial o
academic success ac oss con en a eas.
In con as , he lowes - a ed i em by pa en s was “My child/ he lea ne a oids eading aloud in class” wi h a mean o 3.29,
whe eas eache s a ed i sligh ly highe a 3.62. Al hough bo h s ill all unde he “Always” ca ego y, his i em appea s sligh ly
less se e e han o he indica o s. The disc epancy in a ings sugges s ha eading aloud o en equi ed in class oom pa icipa ion
is mo e no iceable o eache s han o pa en s, who may no obse e such beha io a home. Acco ding o Lim and E angelis a
(2022), s uden s wi h wo king memo y and audi o y sequencing di icul ies o en exhibi anxie y o eluc ance when asked o ead
aloud, due o ea o misp onuncia ion o ailu e o ecall he s uc u e o sen ences p esen ed e bally.
The consis ency o he high mean sco es ac oss bo h pa en and eache esponses sugges s ha language and audi o y
p ocessing challenges a e no si ua ional bu sys emic, a ec ing s uden s in di e se con ex s. These challenges likely con ibu e
o academic us a ion and educed class oom engagemen . As emphasized by De Leon and Ma inez (2024), ea ly iden i ica ion
and a ge ed in e en ion such as speech-language he apy, s uc u ed lis ening ac i i ies, and ocabula y-en ichmen s a egies
can signi ican ly imp o e a s uden ’s abili y o p ocess and espond o language-based asks.
1.3 mo o abili ies;
Table 1.3 Lea ning di icul ies expe ienced by he s uden s in e ms o mo o abili ies expe ienced by he s uden s
.
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5430
Table 1.3 p esen s he e alua ion o s uden s’ lea ning di icul ies in e ms o mo o abili ies, wi h pa en s gi ing a
composi e mean o 3.28 and eache s a sligh ly highe mean o 3.44. Bo h alues all unde he “Always” ca ego y, indica ing ha
s uden s equen ly encoun e challenges wi h asks equi ing ine and g oss mo o coo dina ion, such as w i ing, o ganizing
ma e ials, and comple ing physical ac i i ies. These mo o - ela ed s uggles a e signi ican no only o academic asks like
handw i ing bu also o b oade class oom pa icipa ion and physical educa ion.
The highes - a ed i em o bo h g oups was “My child/ he lea ne eels uncom o able doing physical ac i i ies” (Pa en s:
3.62, Teache s: 3.79). This e lec s conce ns abou physical discom o and low mo o con idence, which may mani es as
a oidance o physical asks o hesi a ion in g oup ac i i ies. Acco ding o Mo ales and De Jesus (2023), child en wi h poo mo o
coo dina ion o en de elop a oidance beha io s due o ea o emba assmen o epea ed ailu e, which u he educes hei
engagemen in ac i e lea ning expe iences and social in e ac ions.
In con as , he lowes mean sco e om pa en s (2.93) was gi en o “My child/ he lea ne s uggles o copy om he
boa d accu a ely,” while he lowes mean om eache s (2.95) e e ed o “The lea ne is no always awa e o how close he/she
is o o he s.” Al hough hese s ill all wi hin he “O en” ange, hey sugges ha di icul ies wi h isual-mo o in eg a ion and
p op iocep i e awa eness a e somewha less equen compa ed o b oade issues o mo o discom o and ask comple ion. As
highligh ed by San iago and Uy (2022), howe e , mo o di icul ies o en in e wine wi h emo ional challenges—s uden s may
expe ience us a ion and lowe ed sel -es eem when hey canno pe o m asks as e ec i ely as hei pee s.
The composi e mean sco es a i m ha bo h pa en s and eache s ecognize mo o - ela ed di icul ies as a consis en
a ea o conce n, wi h eache s epo ing sligh ly highe le els. This may e lec he inc eased isibili y o mo o challenges in
s uc u ed class oom con ex s whe e w i ing, physical d ills, and coo dina ed asks a e egula ly assessed. These indings a e
consis en wi h A ane a and Villanue a (2024), who poin ed ou ha s uden s wi h mo o coo dina ion di icul ies such as hose
associa ed wi h De elopmen al Coo dina ion Diso de (DCD) a e a heigh ened isk o academic unde achie emen , psychosocial
challenges, and long- e m disengagemen i hei needs a e no add essed.
In ligh o hese esul s, in e en ions such as ea ly sc eening, occupa ional he apy, adap ed physical educa ion, and ine
mo o skill de elopmen a e ecommended. Class oom accommoda ions like ex ended ime o w i en asks, guided mo o
p ac ice, and assis i e de ices can also p o ide c i ical suppo . Collabo a ion be ween eache s, pa en s, and he apis s emains
essen ial o ensu e ha s uden s gain con idence and compe ence in bo h academic and physical asks.
1.4 social and o ganiza ional skills;
Table 1.4 p esen s he e alua ion o lea ning di icul ies ela ed o social and o ganiza ional skills, compa ing he
pe spec i es o bo h pa en s and eache s. The composi e mean om pa en s is 3.20, e bally in e p e ed as “O en,” while
eache s ga e a signi ican ly highe mean o 3.53, which alls unde he “Always” ca ego y. This sugges s ha eache s obse e
mo e consis en and equen di icul ies in s uden s’ social and o ganiza ional unc ioning compa ed o pa en s. The gap in
pe cep ion may be a ibu ed o he s uc u ed na u e o class oom en i onmen s whe e such challenges become mo e isible,
pa icula ly du ing g oup wo k, ansi ions, and class oom ou ines.
Table 1.4 Lea ning di icul ies expe ienced by he s uden s in e ms o social and o ganiza ional skills expe ienced by he
s uden s
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5431
The highes - a ed indica o by eache s (3.79) is “My child/ he lea ne has ouble o ganizing school ma e ials,” indica ing
a pe sis en s uggle wi h managing school- ela ed i ems and asks. This aligns wi h esea ch by Dela Peña and San iago (2024),
who emphasize ha di icul ies in o ganiza ion a e o en symp oma ic o unde lying execu i e unc ion de ici s. Wi hou
in e en ion, hese can nega i ely impac a s uden ’s academic pe o mance, especially when asks in ol e planning, sequencing,
o managing ma e ials.
On he o he hand, he lowes - a ed indica o by pa en s (2.88) is “My child/ he lea ne inds i ha d o wo k well wi h
classma es.” This alls in o he “O en” ca ego y and sugges s ha pa en s may no ully pe cei e o obse e in e pe sonal
s uggles in he school se ing. Howe e , Reyes and Bau is a (2023) emphasize ha poo p op iocep ion and spa ial awa eness
can lead o misin e p e a ions o social cues, o en causing s uden s o eel isola ed o misunde s ood by hei pee s. These issues,
i unadd essed, can hinde collabo a i e lea ning and pee ela ionships.
The composi e esul s poin o consis en challenges in bo h social beha io and ask managemen , wi h highe equency
obse ed in school con ex s. The da a a i ms he close connec ion be ween mo o coo dina ion, execu i e unc ion, and social-
emo ional de elopmen , as highligh ed by C uz and Tolen ino (2022). They no e ha while ine mo o con ol and o ganiza ion
skills can be g adually imp o ed, de ici s in social esponsi eness and ask planning equi e in en ional in e en ions, such as
social-emo ional lea ning (SEL) p og ams and execu i e unc ion coaching.
The indings suppo he need o ea ly and sus ained suppo o s uden s s uggling wi h social and o ganiza ional skills.
Teache s, being on he on lines o obse ing hese challenges, can play a c ucial ole in e e ing s uden s o suppo se ices
such as occupa ional he apy o beha io modeling p og ams. As s a ed by Dela Peña and San iago (2024), s uc u ed
in e en ions ha in eg a e class oom ou ines, social cue aining, and o ganiza ional s a egies a e essen ial in helping hese
lea ne s h i e bo h academically and socially.
1.5 a en ion
Table 1.5 p esen s he e alua ion o lea ning di icul ies ela ed o a en ion, based on he esponses o bo h pa en s and
eache s. The composi e mean sco es 3.33 o pa en s and 3.32 o eache s all unde he "Always" ca ego y. This indica es ha
a en ion- ela ed challenges a e consis en ly obse ed ac oss bo h home and school se ings. These include di icul ies in
main aining ocus, a oiding dis ac ions, shi ing a en ion be ween asks, and egula ing ime e ec i ely all o which a e c ucial
o academic success and independen lea ning.
The highes - a ed indica o om bo h pa en s (Mean = 3.45) and eache s (Mean = 3.52) is: “My child/ he lea ne inds
i ha d o ocus du ing lessons.” This poin s o sus ained a en ion as he mos p essing conce n. The indings align wi h Dizon and
Reyes (2023), who emphasized ha sus ained a en ion is essen ial o abso bing new in o ma ion, especially in class oom
en i onmen s ha demand p olonged cogni i e engagemen . When s uden s s uggle o s ay ocused, hey a e mo e likely o miss
ins uc ions, disengage om asks, and unde pe o m academically, common ai s among lea ne s wi h ADHD and execu i e
unc ioning issues.
Table 1.5 Lea ning di icul ies expe ienced by he s uden s in e ms o a en ion expe ienced by he s uden s
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5438
Table 2.5 illus a es how equen ly eache s and pa en s apply s a egies o add ess s uden s’ a en ion di icul ies, wi h
o e all mean sco es o 2.60 o pa en s and 2.66 o eache s. Bo h sco es all unde he “O en” ca ego y, sugges ing ha while
such s a egies a e egula ly p ac iced, hey a e no ye consis en ly applied ac oss di e en class oom o home se ings. This
pa ial implemen a ion may limi hei e ec i eness in helping s uden s wi h a en ion- ela ed challenges main ain ocus and
comple e asks e icien ly.
Among he s a egies e alua ed, pa en s a ed “The eache /pa en /gua dian gi es only one ques ion o be asked a a
ime o help hem ocus” he highes (Mean = 2.93), while eache s ga e he highes a ing o “The eache /pa en /gua dian
epea s ins uc ions o make su e lea ne s unde s and” (Mean = 3.31). These p ac ices e lec a emp s o educe cogni i e
o e load and inc ease cla i y o ins uc ion—c i ical componen s o s uden s who ha e di icul y main aining a en ion o
p ocessing mul iple inpu s a once. Acco ding o Mel ze (2010), simpli ying demands by b eaking hem in o smalle , manageable
uni s enhances execu i e unc ion and p omo es sus ained a en ion in lea ne s wi h a en ion di icul ies.
On he o he hand, bo h pa en s and eache s ga e he lowes a ings o he use o ime s o clocks o manage ime and
help s uden s s ay on ask, wi h a pa en mean o 2.62 and a eache mean o 1.98. The eache ’s a ing alls in o he “Some imes”
ca ego y, indica ing ha his po en ially e ec i e s a egy is unde u ilized. As DuPaul and S one (2014) ha e emphasized, isual
ime aids a e essen ial ools o os e ing sel - egula ion and ime awa eness in s uden s wi h ADHD o o he a en ional diso de s.
Thei limi ed use could sugges gaps in eache p epa edness, access o esou ces, o awa eness o how s uc u ed ime cues can
suppo lea ne s’ ask ini ia ion and comple ion.
These indings imply ha while e o s a e being made o add ess a en ion- ela ed di icul ies, he e emains a need o
mo e consis en and delibe a e implemen a ion o s uc u ed suppo s pa icula ly hose in ol ing isual ime managemen and
mul isenso y s a egies. S eng hening eache aining in hese a eas can enhance he consis ency and e ec i eness o hese
in e en ions in bo h home and school con ex s.
2.6 w i en language
Table 2.6 p esen s he compa a i e e alua ion o s a egies used by eache s and pa en s o add ess s uden s' di icul ies in
w i en language. The o e all mean a ing om pa en s is 2.84, and om eache s is 2.61, bo h alling unde he e bal
in e p e a ion “O en.” This sugges s ha s a egies suppo ing w i en exp ession a e egula ly implemen ed by bo h g oups,
al hough no wi h ull consis ency o in ensi y. The sligh ly highe a ing om pa en s indica es hey pe cei e hemsel es as mo e
equen ly engaged in suppo ing s uden s’ w i ing needs compa ed o eache s.
Table 2.6 The eache and pa en s’ s a egies in handling s uden s’ lea ning di icul ies in e ms o w i en language

De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5439
The highes - a ed i em om pa en s (Mean = 3.07) is sha ed by wo indica o s: “The eache /pa en /gua dian uses isual
guides o help lea ne s o ganize w i ing” and “The eache /pa en /gua dian le s lea ne s sha e hei s o ies h ough speaking and
pic u es.” Fo eache s, he highes a ing (Mean = 3.10) is a ibu ed o “The eache /pa en /gua dian shows how o o ganize
ideas in a clea o de .” These indings sugges ha bo h g oups alue he ole o isual o ganiza ion and o al exp ession in
suppo ing w i en asks. As highligh ed by Reyes and F ancisco (2023), s a egies like g aphic o ganize s and e bal s o y elling
o e c i ical sca olds o s uden s wi h w i en exp ession di icul ies, especially hose wi h dysg aphia o language-based lea ning
disabili ies. These me hods help lea ne s s uc u e hough s, sequence ideas, and de elop cohe ence in w i ing—key componen s
o w i ing p o iciency.
Con e sely, he lowes - a ed s a egy om pa en s (Mean = 2.62) is “The eache /pa en /gua dian le s lea ne s use pape
o ools ha help hem w i e wi hin lines nea ly,” while o eache s (Mean = 2.10), he lowes is “The eache /pa en /gua dian
gi es eedback on each pa o hei w i ing s ep by s ep.” The la e e en alls unde he “Some imes” ca ego y, indica ing limi ed
use. This inding is no able gi en ha s ep-by-s ep eedback is c ucial in he w i ing de elopmen p ocess.
The composi e mean e eals a mode a ely high le el o s a egy use, sugges ing ha eache s and pa en s a e ac i ely
in ol ed in suppo ing w i en language de elopmen , bu wi h a eas needing imp o emen . These include he egula p o ision
o o ma i e eedback and he use o assis i e ools o suppo handw i ing. As Villanue a and Lopez (2024) emphasize, a
comp ehensi e w i ing suppo amewo k mus blend isual planning ools, consis en eedback, and mo o aids o holis ically
add ess he cogni i e, linguis ic, and physical demands o w i ing. Enhanced collabo a ion be ween home and school is also
essen ial o ensu e con inui y and ein o cemen o s a egies, ul ima ely os e ing be e w i ing ou comes o lea ne s wi h
w i en language di icul ies.
Table 2.7 Summa y Table on he eache and pa en s’ s a egies in handling s uden s’ lea ning di icul ies
Table 2.7 p esen s a summa y o how eache s and pa en s implemen s a egies in managing s uden s’ lea ning
di icul ies ac oss six sub- a iables: pe cep ual and in o ma ion p ocessing, language and audi o y p ocessing, mo o abili ies,
social and o ganiza ional skills, a en ion, and w i en language. The o e all composi e mean o pa en s is 2.88, while o eache s
i is 2.67, bo h o which all unde he “O en” ca ego y. This means ha bo h pa en s and eache s equen ly apply in e en ions
o suppo lea ne s wi h academic challenges, al hough no wi h ull consis ency ac oss all a eas.
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5440
Among he six domains, pa en s a ed “pe cep ual and in o ma ion p ocessing” he highes , wi h a mean o 3.39, which
is in e p e ed as “Always”. This sugges s ha pa en s a e highly engaged in helping hei child en h ough isual aids, hands-on
ools, and s uc u ed s a egies ha enhance cogni i e p ocessing a home. Acco ding o Ga cia and De Ve a (2022), pe cep ual
and p ocessing s a egies, especially mul isenso y me hods, a e c ucial in ein o cing comp ehension and e en ion among
lea ne s wi h p ocessing di icul ies. In con as , eache s ga e he highes a ing o “social and o ganiza ional skills”, wi h a mean
o 2.80, s ill wi hin he “O en” ange. This implies ha in class oom se ings, eache s end o p io i ize ime managemen
coaching, beha io modeling, and s uc u ed ou ines. Luna and Villanue a (2024) suppo his inding, emphasizing ha
in e en ions a ge ing social-emo ional lea ning (SEL) can signi ican ly imp o e pee in e ac ions and class oom beha io in
s uden s wi h execu i e unc ioning di icul ies.
The lowes - a ed sub- a iable o bo h g oups e eals impo an insigh s. Fo pa en s, “mo o abili ies” ecei ed he
lowes mean o 2.67, which, while s ill unde “O en,” sugges s a ela i ely less consis en applica ion o mo o - ela ed s a egies,
such as using assis i e ools o w i ing o suppo ing ine mo o coo dina ion. Simila ly, eache s ga e he lowes sco e (2.59) o
“pe cep ual and in o ma ion p ocessing,” indica ing a gap in class oom-based in e en ions ha a ge how s uden s ecei e and
in e p e in o ma ion. This inding is c i ical, conside ing ha s a egies a ge ing pe cep ual p ocessing such as isual schedules,
g aphic o ganize s, and ac ile cues a e ounda ional o suppo ing di e se lea ne s in inclusi e class ooms. Ga cia and De Ve a
(2022) s ess ha such s a egies a e no me ely supplemen a y bu essen ial o enabling comp ehension and engagemen ,
pa icula ly o s uden s wi h dyslexia o senso y in eg a ion challenges.
The composi e mean sco es e lec ha al hough bo h pa en s and eache s demons a e conside able e o in
suppo ing s uden s wi h lea ning di icul ies, he e is a need o g ea e consis ency and in eg a ion o e idence-based s a egies.
The ac ha no sub- a iable eached a consis en “Always” a ing om bo h g oups e eals ha in e en ions a e o en applied
in isola ion, a he han as pa o a cohesi e and collabo a i e suppo sys em. This obse a ion aligns wi h he a gumen o
Villamo and San os (2024), who ad oca e o he adop ion o Uni e sal Design o Lea ning (UDL) o ensu e ha lea ne s ecei e
suppo ac oss a ious con ex s, home, school, and communi y, using lexible and p oac i e eaching me hods.
3. Wha is he le el o s uden s’ social and emo ional skills in e ms o :
3.1 sel -awa eness;
Table 3.1 Le el o s uden s’ social and emo ional skills in e ms o sel -awa eness
Table 3.1 p esen s he assessmen o s uden s’ social and emo ional skills speci ically in he a ea o sel -awa eness, as
e alua ed by bo h pa en s and eache s. The composi e mean o pa en s is 2.60, while o eache s i is 2.83 bo h o which all
unde he “Good” e bal in e p e a ion. This sugges s ha s uden s a e gene ally able o ecognize and e lec on hei emo ions,
needs, mo i a ions, and alues, al hough he e emains oom o u he de elopmen .
The highes - a ed indica o om he eache s’ pe spec i e is “My child/ he lea ne ecognizes and unde s ands his/he
pe sonal emo ions” wi h a mean o 3.14, while o pa en s, he highes is “My child/ he lea ne has an accu a e iew o
himsel /he sel ” (Mean = 2.86). These esul s unde sco e ha lea ne s end o demons a e s eng hs in emo ional iden i ica ion
and sel -pe cep ion, key componen s o sel -awa eness. As highligh ed by B acke e al. (2019), he abili y o ecognize emo ions
and main ain a ealis ic iew o onesel con ibu es signi ican ly o emo ional egula ion, esponsible decision-making, and
imp o ed in e pe sonal ela ionships.
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5441
On he o he hand, he lowes - a ed indica o o pa en s is “My child/ he lea ne can manage his/he own in en ions
and mo i a ions” (Mean = 2.33), while o eache s i is “My child/ he lea ne unde s ands how his/he sel -pe cep ion a ec s
ac ions” (Mean = 2.52). Bo h alues poin o ela i e weaknesses in s uden s’ capaci y o deep in e nal e lec ion and mo i a ion
managemen .
The composi e means o bo h g oups sugges ha s uden s demons a e a mode a e le el o sel -awa eness, which aligns
wi h he “Good” desc ip o . Howe e , he da a also e eal disc epancies be ween in e nal e lec ion and emo ional
unde s anding. While s uden s may be awa e o hei emo ions and alues, hey a e less adep a using ha awa eness o guide
hei ac ions and beha io s.
3.2 sel -managemen ;
Table 3.2 p esen s he assessmen o s uden s’ social and emo ional skills in e ms o sel -managemen as e alua ed by
bo h pa en s and eache s. The o e all mean sco es we e 2.84 o pa en s and 2.71 o eache s, bo h in e p e ed as “Good.” This
implies ha s uden s a e gene ally able o exhibi sel -managemen beha io s such as egula ing emo ions, managing s ess,
wo king owa d goals, and main aining ocus despi e dis ac ions. Acco ding o he Collabo a i e o Academic, Social, and
Emo ional Lea ning (CASEL, 2020), sel -managemen is a i al co e compe ency ha suppo s academic achie emen , pe sonal
esponsibili y, and emo ional esilience.
Table 3.2 Le el o s uden s’ social and emo ional skills in e ms o sel -managemen
Among he indica o s, he highes mean om bo h pe spec i es is eco ded in he s a emen , “My child/ he lea ne can
egula e his/he own beha io ,” wi h a eache mean o 3.31 (Ve y Good) and a pa en mean o 2.81 (Good). This sugges s ha
bo h s akeholde s ecognize beha io egula ion as a ela i ely well-de eloped a ea o mos lea ne s. This suppo s Zimme man’s
(2020) indings ha sel - egula ion plays a c ucial ole in academic success and in e pe sonal adap abili y, as i allows lea ne s o
main ain con ol o e hei ac ions in esponse o in e nal o ex e nal cues.
In con as , he lowes eache - a ed i em is “My child/ he lea ne ies o apply wha he/she lea ned o eal si ua ions,”
wi h a mean o 2.19, indica ing a “Fai ” le el o consis ency. Fo pa en s, he lowes mean (2.50) appea s in he i em “My child/ he
lea ne con ols his/he sel when he/she is ang y o upse ,” which s ill alls unde he “Good” ca ego y bu a he h eshold. These
esul s poin o a gap in lea ne s’ abili y o gene alize lea ning and main ain emo ional con ol unde p essu e. The indings
unde sco e he impo ance o ein o cing p ac ical sel -managemen s a egies in school and a home. Ins uc ional app oaches
ha include mind ulness, goal-se ing, e lec i e jou naling, and expe ien ial lea ning may enhance lea ne s’ capaci y o ans e
wha hey lea n in o eal-li e con ex s.
3.3 esponsible decision-making;
Table 3.3 Le el o s uden s’ social and emo ional skills in e ms o sel -managemen
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5442
Table 3.3 p esen s he le el o s uden s’ social and emo ional skills in e ms o esponsible decision-making, as e alua ed
by bo h pa en s and eache s. The o e all composi e mean is 2.94 o pa en s and 2.61 o eache s, bo h o which all wi hin he
"Good" ca ego y. This indica es ha s uden s a e gene ally consis en in applying esponsible decision-making skills, including
e alua ing consequences, making e hical choices, and using pas expe iences o guide hei ac ions. Acco ding o he Collabo a i e
o Academic, Social, and Emo ional Lea ning (CASEL, 2020), esponsible decision-making in ol es making espec ul, sa e, and
cons uc i e choices abou pe sonal and social beha io based on e hical s anda ds and social no ms.
F om he pa en s' pe spec i e, he highes - a ed indica o is “My child/ he lea ne ecognizes he bene i s and isks o
decisions,” wi h a mean o 3.33. This sugges s ha many s uden s a e capable o iden i ying po en ial consequences and making
in o med choices, which is a key componen o ma u e decision-making. Teache s, on he o he hand, ga e he highes a ing o
3.14 o “My child/ he lea ne conside s he consequences o his/he decisions,” ein o cing he no ion ha s uden s equen ly
hink h ough he esul s o hei ac ions be o e making choices. These indings align wi h Zins and Elias (2021), who emphasized
ha o wa d- hinking and e lec i e decision-making a e ounda ional o s uden s’ academic and in e pe sonal de elopmen .
In con as , he lowes - a ed i em om bo h e alua o s highligh s a no able gap. Teache s assigned he lowes mean o
2.05 o wo indica o s: “My child/ he lea ne ollows a logical p ocess o sol e p oblems” and “My child/ he lea ne s ays i m on
his/he decisions once hey a e made,” bo h o which all in he “Fai ” ca ego y. Simila ly, pa en s epo ed a lowe sco e o 2.67
o ollowing a logical p ocess. This sugges s ha while s uden s may g asp e hical conside a ions and he impo ance o
consequences, hey may s uggle wi h consis ency and logical easoning when i comes o sol ing p oblems o adhe ing o
decisions. Zins and Elias (2021) emphasized ha s uc u ed p oblem-sol ing is no only essen ial o esponsible beha io bu also
p omo es independence and con idence in decision-making.
3.4 social awa eness;
Table 3.4 Le el o s uden s’ social and emo ional skills in e ms o social awa eness
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5443
Table 3.4 p esen s he le el o s uden s’ social and emo ional skills in e ms o social awa eness based on he pe spec i es
o bo h pa en s and eache s. The o e all mean sco e o 3.34 om he pa en s' e alua ion co esponds o a "Ve y Good"
in e p e a ion, while he eache s’ o e all mean o 2.65 alls unde he "Good" ca ego y. This indica es ha pa en s pe cei e
s uden s o consis en ly demons a e s ong social awa eness compe encies such as empa hy, espec , and pe spec i e- aking
whe eas eache s obse e hese beha io s somewha less equen ly, hough s ill a a commendable le el.
The highes - a ed indica o by pa en s is “My child/ he lea ne alues wha o he s hink and eel” wi h a mean o 3.52,
ca ego ized as Ve y Good. This sugges s ha s uden s a e gene ally pe cei ed o show a s ong ega d o o he s' hough s and
emo ions, a key indica o o empa he ic engagemen . Simila ly, eache s' highes a ing (mean o 3.40) is o “My child/ he lea ne
e alua es he ai ness o o he s’ ac ions,” ein o cing he imp ession ha lea ne s a e gene ally capable o making mo ally awa e
judgmen s in social con ex s. These indings suppo he iew o Eisenbe g, Spin ad, and Mo is (2014), who a gue ha empa hy
and mo al easoning a e ounda ional elemen s o social awa eness and c ucial o p osocial beha io and con lic esolu ion.
Con e sely, he lowes - a ed indica o s di e be ween he wo g oups. Pa en s a ed “My child/ he lea ne unde s ands
and espec s o he s’ belie s and alues” he lowes a 3.24, al hough i s ill alls wi hin he "Good" ange. Fo eache s, wo
indica o s ied o he lowes mean o 2.26–2.29: “My child ecognizes di e en poin s o iew” and “My child/ he lea ne ies o
see si ua ions om o he people’s pe spec i e,” bo h in e p e ed as Fai o Good. These indings imply ha while s uden s may
demons a e gene al empa hy and conce n o ai ness, deepe cogni i e empa hy such as app ecia ing di e en pe spec i es and
espec ing di e se alues may be less consis en ly de eloped om he eache s’ poin o iew.
This di e ence be ween pa en and eache e alua ions could be a ibu ed o con ex ual di e ences; s uden s may
display highe le els o empa hy and social unde s anding in mo e amilia home en i onmen s, while s uggling o apply hese
skills consis en ly in school se ings wi h mo e di e se social dynamics. Zins and Elias (2007) emphasize ha social awa eness
in ol es no only ecognizing o he s' emo ions bu also app ecia ing di e si y and unde s anding social no ms ac oss di e en
se ings. The e o e, he indings highligh he impo ance o ein o cing cul u ally esponsi e ins uc ion and pe spec i e- aking
exe cises in schools o os e holis ic social awa eness among lea ne s. This would help b idge he gap be ween in e pe sonal
unde s anding a home and in mo e complex social en i onmen s such as class ooms.
3.5 ela ionship skills
Table 3.5 p esen s he le el o s uden s’ social and emo ional skills in e ms o ela ionship skills, as e alua ed by bo h
pa en s and eache s. The o e all mean o pa en s is 3.34, e bally in e p e ed as “Ve y Good,” while he eache mean is sligh ly
lowe a 3.28, s ill classi ied as “Ve y Good.” This sugges s ha s uden s consis en ly demons a e s ong ela ionship skills such
as coope a ion, clea communica ion, con lic esolu ion, and empa hy. These indings align wi h he amewo k o he
Collabo a i e o Academic, Social, and Emo ional Lea ning (CASEL, 2020), which highligh s ela ionship skills as essen ial o
es ablishing and main aining heal hy and ewa ding connec ions wi h di e se indi iduals and g oups.
Table 3.5 Le el o s uden s’ social and emo ional skills in e ms o ela ionship skills
The highes indica o om he eache s' pe spec i e is "My child/ he lea ne o ms and main ains good ela ionships wi h
o he s," wi h a mean o 3.43 (VG). This implies ha lea ne s excel in o ming posi i e in e pe sonal bonds and sus aining heal hy
pee connec ions. Simila ly, he pa en s’ highes sco e, a 3.48, co esponds o "My child/ he lea ne communica es clea ly wi h
o he s," highligh ing ha s uden s a e pe cei ed o be e ec i e communica o s. These esul s ein o ce Wen zel’s (2020) indings

De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5444
ha s uden s who demons a e s ong ela ionship skills a e mo e likely o show social compe ence, class oom engagemen , and
academic success due o hei abili y o os e coope a i e lea ning en i onmen s.
Con e sely, he lowes eache - a ed indica o is "My child/ he lea ne exp esses nega i e eelings in posi i e ways," wi h
a mean o 3.24, while he pa en s’ lowes mean is 3.17, linked o "My child/ he lea ne accep s eedback and sugges ions om
o he s." While bo h a e s ill a ed as “Good,” hey sugges ha s uden s may s uggle sligh ly wi h p ocessing c i icism
cons uc i ely and exp essing di icul emo ions in heal hy ways. This obse a ion is consis en wi h he indings o B acke , Ri e s,
and Salo ey (2021), who emphasized he impo ance o emo ional in elligence in acili a ing posi i e communica ion, pa icula ly
in emo ionally cha ged si ua ions.
The composi e means indica e ha bo h pa en s and eache s pe cei e s uden s o ha e well-de eloped ela ionship
skills. Howe e , he mino di e ences in a ings sugges ha ce ain nuanced aspec s, such as handling eedback and exp essing
di icul emo ions, may equi e mo e s uc u ed suppo h ough di ec ins uc ion, pee modeling, and social-emo ional lea ning
(SEL) in e en ions. O e all, he esul s a i m he s uden s’ in e pe sonal compe encies bu also highligh he need o con inued
nu u ing o emo ional exp ession and eedback ecep i i y as pa o holis ic SEL de elopmen .
Table 3.6 Summa y Table on he le el o s uden ’s social and emo ional skills
The summa y able p esen ed in Table 3.6 p o ides an o e iew o s uden s' social and emo ional skills as e alua ed by
bo h pa en s and eache s ac oss i e key sub- a iables: sel -awa eness, sel -managemen , esponsible decision-making, social
awa eness, and ela ionship skills. The o e all mean sco e om he pa en s' e alua ion is 3.05, while eache s a ed i sligh ly
lowe a 2.91. Bo h all wi hin he “Good” ange (2.50–3.24), sugges ing ha s uden s equen ly demons a e compe encies in
social-emo ional lea ning (SEL), hough he e emains oom o u he g ow h.
Among he sub- a iables, pa en s ga e he highes a ings o bo h Social Awa eness and Rela ionship Skills wi h a mean
o 3.34, which alls unde he “Ve y Good” ca ego y. This indica es ha , om he pa en s' pe spec i e, s uden s a e pa icula ly
adep a unde s anding o he s’ eelings, empa hizing, main aining posi i e ela ionships, and engaging in coope a i e social
beha io s. On he o he hand, Sel -awa eness ecei ed he lowes mean sco e o 2.60, implying ha s uden s some imes s uggle
wi h ecognizing and unde s anding hei own emo ions, alues, and hough s. F om he eache s’ pe spec i e, Rela ionship Skills
also anked he highes wi h a mean o 3.28 (“Ve y Good”), ollowed by Sel -awa eness a 2.83 (“Good”). The lowes - a ed domain
acco ding o eache s was Responsible Decision-Making, wi h a mean o 2.61, indica ing ha s uden s a e somewha less
consis en in applying e hical easoning and e alua ing consequences in hei daily choices.
The composi e mean se es as an agg ega ed indica o o s uden s' gene al social and emo ional compe ence. The
pa en s' composi e mean o 3.05 e lec s ha hey pe cei e hei child en as consis en ly displaying SEL compe encies in a ious
con ex s. In con as , he eache s’ composi e mean o 2.91 while s ill wi hin he “Good” ange, sugges s a sligh ly mo e cau ious
assessmen , likely based on obse ed beha io in academic and pee -in e ac ion se ings, which can di e om home
en i onmen s.
These indings a e suppo ed by he Collabo a i e o Academic, Social, and Emo ional Lea ning (CASEL, 2020), which
posi s ha SEL is ounda ional o s uden s' abili y o succeed in school and li e. CASEL de ines social and emo ional lea ning as he
p ocess h ough which young people acqui e and apply he knowledge, skills, and a i udes o de elop heal hy iden i ies, manage
emo ions, achie e goals, show empa hy, es ablish ela ionships, and make esponsible decisions. No ably, he highe a ings in
ela ionship and social awa eness skills sugges ha s uden s a e well-equipped in in e pe sonal domains, consis en wi h
Wen zel’s (2020) indings ha hese skills enhance school engagemen and educe beha io al issues. Con e sely, he ela i ely
lowe sco es in sel -awa eness and esponsible decision-making echo Zimme man’s (2020) and Zins and Elias’ (2021) obse a ions
ha mo e e lec i e skills o en equi e explici ins uc ion, modeling, and p ac ice wi hin bo h school and amily sys ems.
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5445
4. Is he e a signi ican di e ence be ween he s uden s’ social and emo ional skills when hey a e g ouped acco ding o he
le el o hei lea ning di icul ies?
Table 4.1 Signi ican di e ence be ween he s uden s’ social and emo ional skills when g ouped acco ding o he le el o hei
pe cep ual p ocessing lea ning di icul y.
Table 4.1 p esen s a compa a i e analysis examining whe he he e a e s a is ically signi ican di e ences in s uden s’
social and emo ional skills (SEL) when g ouped acco ding o he le el o hei pe cep ual and in o ma ion p ocessing (PIP) lea ning
di icul ies. The esul s e eal signi ican di e ences in wo SEL domains: sel -managemen (F = 22.55, p = 0.012) and esponsible
decision-making (F = 17.62, p = 0.007). These p- alues all below he 0.05 signi icance h eshold, leading o he ejec ion o he
null hypo hesis o hese wo domains. This indica es ha s uden s wi h a ying le els o pe cep ual and in o ma ion p ocessing
di icul ies demons a e signi ican ly di e en capabili ies in managing hemsel es and making esponsible decisions. In con as ,
sel -awa eness (p = 0.769), social awa eness (p = 0.330), and ela ionship skills (p = 0.574) showed no s a is ically signi ican
di e ences, sugges ing ha PIP di icul ies may no be he p ima y in luencing ac o in hese a eas.
The signi icance in sel -managemen and esponsible decision-making implies ha cogni i e challenges in pe cei ing,
p ocessing, and o ganizing in o ma ion may di ec ly hinde a s uden 's abili y o egula e beha io and make hough ul choices.
Acco ding o Ulja e ić e al. (2023), lea ne s wi h pe cep ual and execu i e unc ioning issues common in condi ions like ADHD
and lea ning diso de s o en s uggle wi h emo ional egula ion and social judgmen . These de ici s dis up sel -moni o ing,
impulse con ol, and goal-di ec ed beha io , all o which a e key componen s o sel -managemen and decision-making. Lau-Zhu
e al. (2024) u he emphasized ha hese impai men s can comp omise a child’s capaci y o p io i ize, assess consequences, and
adap s a egies, leading o inconsis en and eac i e beha io s.
On he o he hand, he lack o signi ican di e ences in sel -awa eness, social awa eness, and ela ionship skills sugges s
ha hese domains may be shaped mo e by en i onmen al, ela ional, o emo ional ac o s a he han by cogni i e-pe cep ual
p ocessing alone. This aligns wi h indings by Molina e al. (2022), who no ed ha while cogni i e di icul ies do a ec some aspec s
o emo ional de elopmen , compe encies like empa hy and ela ionship-building a e also signi ican ly shaped by modeling, social
in e ac ions, and emo ional clima e a home and school.
These indings highligh he c i ical impo ance o ailo ed SEL in e en ions. As suppo ed by Jones e al. (2023) and
Taylo e al. (2023), p og ams ha s eng hen execu i e unc ioning pa icula ly in emo ional egula ion, planning, and impulse
con ol a e essen ial o lea ne s acing pe cep ual and cogni i e challenges. By ocusing on hese execu i e componen s,
educa o s can be e suppo s uden s in managing hei beha io and making sound decisions, he eby educing he unc ional
impac o hei lea ning di icul ies on daily li e and academic ou comes.
Table 4.2 Signi ican di e ence be ween he s uden s’ social and emo ional skills when g ouped acco ding o he le el o hei
language and audi o y p ocessing lea ning di icul y
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5446
The esul s p esen ed in Table 4.2 indica e a s a is ically signi ican di e ence in s uden s’ sel -awa eness and ela ionship
skills when g ouped acco ding o hei le el o language and audi o y p ocessing di icul ies. Speci ically, he F- es alues o 4.30
(p = 0.043) o sel -awa eness and 4.15 (p = 0.047) o ela ionship skills sugges ha he se e i y o language and audi o y
p ocessing impai men s plays a c i ical ole in shaping s uden s’ abili ies in hese wo social-emo ional lea ning (SEL) domains.
These p- alues a e below he 0.05 h eshold, leading o he ejec ion o he null hypo hesis, which implies ha he e is a signi ican
a ia ion in hese SEL skills based on he s uden s’ le el o di icul y in p ocessing language and audi o y s imuli.
Con e sely, no signi ican di e ences we e obse ed in sel -managemen , esponsible decision-making, and social
awa eness, as indica ed by hei espec i e p- alues (0.794, 0.067, and 0.768), which exceed he 0.05 signi icance le el. Thus, he
null hypo hesis is accep ed o hese domains, sugges ing ha language and audi o y p ocessing di icul ies may no di ec ly
impac s uden s’ beha io al egula ion, social pe spec i e- aking, o mo al easoning o he same deg ee as hey do sel -awa eness
and ela ionship managemen .
This compa a i e analysis o signi ican esul s emphasizes how speci ic cogni i e-linguis ic de ici s can disp opo iona ely
a ec s uden s’ unde s anding o hemsel es and hei abili y o connec wi h o he s. As highligh ed in esea ch by he Jou nal o
Speech, Language, and Hea ing Resea ch (2022), child en wi h Audi o y P ocessing Diso de (APD) o en s uggle wi h in e p e ing
one o oice, sa casm, and emo ional in lec ion, skills ha a e ounda ional o building and sus aining posi i e pee ela ionships.
These impai men s may also lead o di icul ies in iden i ying one’s own emo ional s a es and how hey in luence beha io , aligning
wi h he obse ed de ici s in sel -awa eness.
Fu he mo e, F on ie s in Psychology (2023) explains ha child en wi h De elopmen al Language Diso de (DLD) end o
exhibi limi ed emo ional ocabula y, poo unde s anding o emo ional nuance, and educed abili y o exp ess empa hy, all o
which a e c i ical componen s o bo h sel -awa eness and ela ionship skills. These impai men s o en become mo e appa en in
dynamic social con ex s, whe e in e p e ing e bal and non- e bal cues is essen ial o adap i e in e ac ion.
Acco ding o he Collabo a i e o Academic, Social, and Emo ional Lea ning (CASEL, 2020), sel -awa eness in ol es
ecognizing one’s emo ions, hough s, and alues, while ela ionship skills pe ain o communica ing clea ly, lis ening ac i ely,
coope a ing, and nego ia ing con lic cons uc i ely. Gi en ha bo h o hese compe encies ely hea ily on e ec i e language
p ocessing and emo ional comp ehension, i is no su p ising ha language and audi o y p ocessing di icul ies signi ican ly
unde mine s uden s’ pe o mance in hese a eas.
Table 4.3 Signi ican di e ence be ween he s uden s’ social and emo ional skills when g ouped acco ding o he le el o hei
mo o abili ies lea ning di icul y
The esul s p esen ed in Table 4.3 show ha he e is no s a is ically signi ican di e ence be ween s uden s’ le els o
social and emo ional skills when g ouped acco ding o hei mo o abili ies lea ning di icul ies. The p- alues ac oss all i e
domains, sel -awa eness (p = 0.058), sel -managemen (p = 0.547), esponsible decision-making (p = 0.752), social awa eness (p =
0.930), and ela ionship skills (p = 0.946) a e all abo e he 0.05 signi icance h eshold. Consequen ly, he null hypo hesis is
accep ed in each case, sugges ing ha mo o di icul ies do no signi ican ly a ec s uden s’ social and emo ional compe encies
as measu ed in his s udy.
The compa a i e analysis o hese non-signi ican esul s indica es ha s uden s wi h mo o abili y challenges, such as
poo coo dina ion o limi ed physical con ol, do no necessa ily exhibi lowe le els o emo ional egula ion, decision-making, o
in e pe sonal ela ionships. While p e ious li e a u e has associa ed mo o delays wi h social wi hd awal o anxie y (Fomby &
Cusick, 2023), he cu en da a sugges ha mo o skill impai men s may no di ec ly in luence co e SEL compe encies in all
educa ional se ings. I is possible ha s uden s de elop compensa o y skills such as heigh ened e bal communica ion, emo ional
insigh , o pee empa hy ha help mi iga e he social consequences o physical challenges.
This inding aligns wi h insigh s om an den Bedem e al. (2021), who ound ha child en wi h de elopmen al
coo dina ion diso de o en compensa e o hei mo o limi a ions by using s ong social s a egies o e bal communica ion o
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5447
connec wi h pee s. This migh explain why no signi ican de ici s in SEL domains we e obse ed. Fu he mo e, en i onmen al
suppo s such as inclusi e class ooms, adap i e physical educa ion, and pee buddy sys ems may play a p o ec i e ole in
p e en ing social exclusion and os e ing emo ional esilience in s uden s wi h mo o issues.
While mo o di icul ies may pose physical and academic challenges, hey do no appea o signi ican ly hinde he
de elopmen o sel -awa eness, emo ional egula ion, o social unc ioning in his con ex . This unde sco es he impo ance o
indi idualized and inclusi e app oaches in educa ion ha ecognize and suppo a ied lea ne s eng hs wi hou p esuming
de ici s in un ela ed a eas. As CASEL (2020) emphasizes, social-emo ional lea ning is no solely dependen on physical abili ies bu
is shaped by inclusi e expe iences, suppo i e ela ionships, and explici SEL ins uc ion.
Table 4.4 Signi ican di e ence be ween he s uden s’ social and emo ional skills when g ouped acco ding o he le el o hei
social and o ganiza ional lea ning di icul y
Based on he esul s p esen ed in Table 4.4, he e is no s a is ically signi ican di e ence in s uden s’ social and emo ional
lea ning (SEL) skills when g ouped acco ding o hei le el o social and o ganiza ional lea ning di icul ies. The F- es alues ange
om 0.047 o 1.835, and all co esponding p- alues anging om 0.217 o 0.955, a e well abo e he 0.05 h eshold o s a is ical
signi icance. As such, he null hypo hesis is accep ed ac oss all i e SEL domains: sel -awa eness, sel -managemen , esponsible
decision-making, social awa eness, and ela ionship skills. These indings sugges ha s uden s who expe ience di icul ies in social
and o ganiza ional skills do no show signi ican dispa i ies in hei social and emo ional compe encies compa ed o hose who do
no ha e such di icul ies.
The lack o signi ican indings in his able is no ewo hy, especially when compa ed o o he ypes o lea ning di icul ies
such as pe cep ual p ocessing, language and audi o y p ocessing, o mo o skills whe e s ong and consis en impac s on SEL we e
obse ed. This con as sugges s ha while di icul ies in o ganizing asks o na iga ing g oup wo k may pose academic challenges,
hey do no appea o signi ican ly dis up s uden s’ emo ional egula ion, in e pe sonal unde s anding, o abili y o make socially
esponsible decisions o a s a is ically signi ican deg ee.
One possible explana ion is ha social and o ganiza ional di icul ies may be mo e ex e nally media ed and suppo ed
h ough sca olding by eache s o pee s, educing hei impac on in e nal emo ional p ocesses. In con as , di icul ies oo ed in
pe cep ion, language, o mo o skills may di ec ly impai neu ological pa hways ela ed o emo ional egula ion and social
cogni ion (Lau-Zhu e al., 2024; Molina e al., 2022). Mo eo e , o ganiza ional skill de ici s may be mo e p ocedu al in na u e,
a ec ing ime managemen o ask planning a he han in e e ing di ec ly wi h he emo ional awa eness o in e pe sonal
sensi i i y equi ed o s ong SEL pe o mance.
The indings a e aligned wi h p io li e a u e emphasizing he a ying deg ees o which di e en lea ning di icul ies
impac SEL. Fo ins ance, Jones e al. (2023) and Taylo e al. (2023) ound ha SEL in e en ions ocusing on execu i e unc ioning
had g ea e e ec s on s uden s wi h a en ion o pe cep ual de ici s han hose wi h pu ely beha io al o o ganiza ional issues.
Simila ly, Ulja e ić e al. (2023) highligh ha neu ological ac o s a ec ing pe cep ion and senso y in eg a ion mo e p o oundly
dis up SEL de elopmen han en i onmen al o lea ned beha io s such as diso ganiza ion.
While o ganiza ional and social di icul ies may impai academic pe o mance o class oom beha io , hey do no exe a
s a is ically signi ican in luence on s uden s’ co e social-emo ional skills. This dis inc ion is impo an o educa o s and p og am
de elope s, sugges ing ha while all s uden s bene i om SEL suppo , in e en ions may need o be mo e a ge ed o s uden s
wi h pe cep ual, audi o y, o mo o -based lea ning challenges.
Table 4.5 Signi ican di e ence be ween he s uden s’ social and emo ional skills when g ouped acco ding o he le el o hei
a en ion lea ning di icul y
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5454
ela ionship skills and decision-making. S uden s wi h mo o abili y challenges bene i om ask segmen a ion, coope a i e games
ha build planning and eamwo k, and guided physical ac i i ies linked o e lec ion, which suppo sel -managemen and
esponsible choices.
A en ion- ela ed di icul ies a e add essed wi h s a egies such as ime s, s uc u ed ou ines, mind ulness p ac ices,
and goal-se ing wo kshops. These app oaches cul i a e ocus, pe sis ence, and g ea e sel -awa eness. Meanwhile, w i en
language di icul ies a e suppo ed h ough s uc u ed w i ing ac i i ies, pee -edi ing g oups, and mul isenso y w i ing s a egies.
These no only imp o e mechanics bu also help lea ne s connec emo ions o exp ession and build ela ionship skills h ough
collabo a ion.
The in e en ion is designed o implemen a ion o e one academic yea , in eg a ed in o weekly class oom ac i i ies and
suppo ed by pa en s a home. Teache s, pa en s, guidance counselo s, and adminis a o s ac as key s akeholde s, ensu ing
consis ency and ein o cemen ac oss se ings. P og am moni o ing is achie ed h ough p e- and pos -assessmen s using adap ed
social-emo ional a ing scales. Ul ima ely, he in e en ion aims o imp o e emo ional egula ion, sel - e lec ion, empa hy,
communica ion, pe sis ence, and con idence among s uden s, he eby os e ing bo h academic p og ess and socio-emo ional
g ow h wi hin an inclusi e class oom clima e.
This chap e includes he summa y o indings, conclusion, and ecommenda ions on he s udy o de elopmen o social
and emo ional skills among s uden s wi h lea ning di icul ies: basis o a p oposed in e en ion p og am.
The s udy explo ed s uden s’ lea ning di icul ies, he s a egies employed by eache s and pa en s, and hei socio-
emo ional skills, including he di e ences and co ela ions among hese a iables. Findings showed ha s uden s consis en ly
expe ienced di icul ies ac oss domains, wi h bo h pa en s and eache s a ing hem “Always,” excep o w i en language, which
eache s a ed only as “O en.” Pa en s and eache s epo ed using s a egies “O en,” hough no consis en ly ac oss all a eas,
wi h pe cep ual and in o ma ion p ocessing ecei ing he highes a en ion and a en ion- ela ed s a egies he lowes . In e ms
o socio-emo ional skills, s uden s demons a ed compe encies “O en,” wi h pa en s a ing highe in social awa eness and
ela ionship skills, while eache s ga e highe a ings in ela ionship skills bu lowe in esponsible decision-making. Compa a i e
analysis e ealed domain-speci ic links: pe cep ual and in o ma ion p ocessing a ec ed sel -managemen and decision-making,
language and audi o y p ocessing in luenced sel -awa eness and ela ionships, and w i en language impac ed decision-making
and social awa eness, while mo o abili ies, social and o ganiza ional skills, and a en ion showed no signi ican e ec s. Co ela ion
esul s u he showed selec i e associa ions, wi h s a egies o pe cep ual and in o ma ion p ocessing, language and audi o y

De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5455
p ocessing, social and o ganiza ional skills, and w i en language linked o imp o emen s in speci ic socio-emo ional domains,
while a en ion and mo o abili ies s a egies had mo e limi ed e ec s. O e all, he esul s highligh ha lea ning di icul ies and
s a egies a e domain-speci ic, in luencing pa icula aspec s o socio-emo ional de elopmen .
The s udy concluded ha s uden s consis en ly ace challenges in pe cep ual and in o ma ion p ocessing, language and
audi o y p ocessing, mo o abili ies, w i en language, and a en ion, showing ha lea ning di icul ies a e in e connec ed and
a ec mul iple a eas o school pe o mance. Bo h pa en s and eache s ecognize hese challenges and employ s a egies, bu
hei applica ion is une en, leading o gaps in suppo . S uden s demons a e compe encies in sel -awa eness, sel -managemen ,
decision-making, social awa eness, and ela ionships, hough a a ying le els, e lec ing une en socio-emo ional g ow h. The
indings u he e ealed ha he impac o lea ning di icul ies on socio-emo ional skills is domain-speci ic: pe cep ual and
in o ma ion p ocessing ela e o sel -managemen and decision-making, language and audi o y p ocessing o sel -awa eness and
ela ionships, and w i en language o decision-making and social awa eness, while o he a eas showed no signi ican e ec s.
Co ela ion analysis also showed ha s a egies p oduce a ge ed bene i s, wi h some, like w i en language s a egies, in luencing
mul iple socio-emo ional skills, while o he s ha e mo e limi ed e ec s. O e all, he s udy emphasizes he need o di e en ia ed,
domain-speci ic in e en ions, whe e pa en s and eache s align s a egies wi h he speci ic lea ning di icul ies and socio-
emo ional ou comes hey mos a ec .
Based on he conclusions, his s udy ecommends ha eache s consis en ly apply s a egies aligned wi h he speci ic domains
mos a ec ed by s uden s’ lea ning di icul ies, such as using s uc u ed ou ines and isual o ganize s o pe cep ual and
in o ma ion p ocessing, and in eg a ing e lec i e w i ing and collabo a i e ac i i ies o add ess w i en language challenges.
Pa en s a e encou aged o ein o ce hese s a egies a home h ough ac i i ies like jou naling, le e -w i ing, and he use o isual
schedules o s eng hen bo h academic and socio-emo ional skills. Adminis a o s should p o ide p o essional de elopmen and
esou ces ha suppo domain-speci ic in e en ions, including access o specialized se ices, and ensu e he sys ema ic
in eg a ion o hese p ac ices in inclusi e class ooms. Finally, u he esea ch is ad ised o explo e why w i en language
di icul ies s ongly in luence mul iple socio-emo ional domains compa ed o o he a eas and o examine how demog aphic
ac o s may shape he ela ionship be ween lea ning di icul ies, s a egies, and socio-emo ional de elopmen .
REFERENCES
1) Alnahdi, G. H. (2020). Social skills in e en ions o s uden s wi h au ism spec um diso de : A me a-analysis. Jou nal o
Au ism and De elopmen al Diso de s, 50(1), 1-22.
2) Alnahdi, G. H. (2020). Social skills aining o s uden s wi h in ellec ual disabili ies: A me a-analysis. In e na ional Jou nal
o Disabili y, De elopmen and Educa ion, 67(2), 208–224.
3) Alqu aini, T., & Rao, S. (2021). Inclusi e educa ion in Saudi A abia: Issues and challenges. In e na ional Jou nal o Inclusi e
Educa ion, 25(9), 1041–1054. [Scopus-indexed]
4) A upam, S. (2025). The ole o inclusi e educa ion in imp o ing social skills o child en wi h special needs. In e na ional
Jou nal o Social Socie y and Resea ch Inno a ion, 1(1), 26–33.
5) Ba u, E. S., & Kiymaz, M. S. (2021). The e ec s o social skills aining on he social compe ence o s uden s wi h
in ellec ual disabili ies. In e na ional Jou nal o De elopmen al Disabili ies, 67(1), 1-12.
6) Ba u, S., & Kiymaz, O. (2021). The e ec i eness o social skills ins uc ion o s uden s wi h in ellec ual disabili ies.
Educa ion and T aining in Au ism and De elopmen al Disabili ies, 56(1), 23–37.
7) B uland, D., Solish, A., & Salmon, A. (2023). Social pa icipa ion o s uden s wi h special needs: A scoping e iew. Eu opean
Jou nal o Special Needs Educa ion, 38(4), 535–552.
8) Ca e , E. W., Asmus, J., Moss, C. K., Ami aul , K. A., Biggs, E. E., Bo n, T. L., ... & Wei , K. (2016). Randomized e alua ion
o pee suppo s a angemen s o suppo he inclusion o high school s uden s wi h se e e disabili ies. Excep ional
Child en, 82(2), 209–233.
9) Ca e , E. W., T aino , A. A., Swedeen, B., & Niu, C. (2020). P omo ing social inclusion and iendships o adolescen s wi h
in ellec ual and de elopmen al disabili ies. Excep ional Child en, 86(3), 299-318.
10) Ca e , E. W., T aino , A. A., Swedeen, B., & Niu, X. (2020). Pee suppo a angemen s o p omo e inclusion and lea ning
in seconda y schools. Excep ional Child en, 86(1), 62–80.
11) Cha ouleas, S. M., Kilgus, S. P., & Riley-Tillman, T. C. (2021). Social-emo ional lea ning and s uden s wi h disabili ies: A
c i ical e iew. School Psychology Re iew, 50(2-3), 238-258.
12) Chang, Y. C., Locke, J., & Kasa i, C. (2023). Pee -media ed in e en ions o s uden s wi h au ism: A sys ema ic e iew o
e ec i eness. In e na ional Jou nal o De elopmen al Disabili ies, 69(2), 101–112.
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5456
13) Cihak, D. F., & Albe o, P. A. (2020). Social skills ins uc ion o s uden s wi h au ism spec um diso de : A e iew o
e idence-based p ac ices. Beha io al Diso de s, 45(3), 159-173.
14) Cook, B. G., C ews, D. A., W igh , S. C., & Has ings, N. (2021). Social skills in e en ions o s uden s wi h emo ional and
beha io al diso de s: A me a-analysis. Jou nal o Emo ional and Beha io al Diso de s, 29(1), 3-17.
15) Dababneh, S., & Al-Zoubi, Z. (2022). E ec i eness o social s o ies in de eloping social skills among s uden s wi h lea ning
disabili ies. In e na ional Jou nal o Disabili y, De elopmen and Educa ion, 69(1), 1-16.
16) Dillen, J., De Moo , J., & Van Ho e, G. (2020). Social pa icipa ion o s uden s wi h in ellec ual disabili ies in inclusi e
educa ion: A sys ema ic e iew. Eu opean Jou nal o Special Needs Educa ion, 35(1), 1-17.
17) Doménech-Be o e , F., Gómez-A iga, A., & Ma ínez, J. (2024). Teache s’ inclusi e p ac ices and s uden s’ social and
emo ional compe encies in seconda y schools. Lea ning and Ins uc ion, 84, 101749.
18) EDCOM II. (2024, Decembe 4). Ga chalian calls ou DepEd o e delays in inclusi e educa ion implemen a ion.
h ps://edcom2.go .ph/ga chalian-calls-ou -deped-o e -delays-in-inclusi e-ed-implemen a ion/ EDCOM 2
19) Fe nandez-Villa don, A., Al a ez, P., Ugalde, L., & Tellado, I. (2020). Fos e ing he social de elopmen o child en wi h
special educa ional needs o disabili ies (SEND) h ough dialogue and in e ac ion: A li e a u e e iew. Social Sciences,
9(6), 97.
20) Ganz, J. B., Hong, E. R., & Mo in, K. L. (2020). Social skills in e en ions o indi iduals wi h au ism spec um diso de : A
me a-analysis o single-case esea ch. Resea ch in De elopmen al Disabili ies, 100, 103607.
21) Ga cía-G au, P., Galindo-Villa dón, M. P., & del Río, P. (2023). G oup social skills in e en ions o adolescen s wi h
disabili ies: A sys ema ic e iew. In e na ional Jou nal o De elopmen al Disabili ies, 69(1), 45–61.
22) González, M., De La Fuen e, R., & O ega, F. (2022). S a egies o enhancing social skills in indi iduals wi h in ellec ual
disabili ies: A sys ema ic e iew. F on ie s in Rehabili a ion Sciences, 3, 968314.
23) G esham, F. M., & Ellio , S. N. (2021). Social skills imp o emen sys em– a ing scales. Pea son Assessmen s.
24) Humph ey, N., & Symes, W. (2020). Social inclusion and pee ela ionships in seconda y school s uden s wi h au ism
spec um diso de s. Jou nal o Au ism and De elopmen al Diso de s, 50(2), 480-492.
25) Ilias, K., & No , M. R. M. (2023). Vi ual eali y in e en ions o enhancing social skills in s uden s wi h au ism spec um
diso de : A sys ema ic e iew. Assis i e Technology, 1-15.
26) iMy bakk, E., & on Te zchne , S. (2020). Social compe ence in adolescen s wi h in ellec ual disabili ies: A longi udinal
s udy. Jou nal o In ellec ual Disabili y Resea ch, 64(2), 118-129.
27) Jacob, U. S., Edozie, I. S., & Pillay, J. (2022). S a egies o enhancing social skills o indi iduals wi h in ellec ual disabili y:
A sys ema ic e iew. F on ie s in Rehabili a ion Sciences, 3, 968314.
28) Jones, K. M., & F ede ickson, N. (2021). Explo ing he impac o pee suppo in e en ions on he social skills and
inclusion o s uden s wi h social, emo ional and beha iou al di icul ies. Educa ional Psychology, 41(4), 485-502.
29) Kasa i, C., Ro he am-Fulle , E., Locke, J., & Guls ud, A. (2023). E ec s o inclusi e educa ion se ings on social ou comes
o s uden s wi h au ism. Au ism, 27(2), 324–335.
30) Kasa i, C., Ro he am-Fulle , E., Wong, V., & Locke, J. (2020). Randomized con olled ial o pee socializa ion in e en ion
o school-aged child en wi h au ism spec um diso de . Jou nal o Au ism and De elopmen al Diso de s, 50(1), 193-207.
31) Koenig, K. P., & Williams, K. L. (2021). Social skills in e en ions o child en wi h e al alcohol spec um diso de s: A
sys ema ic e iew. Resea ch in De elopmen al Disabili ies, 111, 103890.
32) Lau, E. Y. H., Cheung, H. Y., & Lam, M. C. (2022). The e ec i eness o ideo modeling in e en ions on social skills o
child en wi h au ism spec um diso de : A me a-analysis. Jou nal o Au ism and De elopmen al Diso de s, 52(2), 652-
669.
33) Lindsay, S., Caglios o, E., & Albu y, N. (2020). Social media and adolescen s wi h disabili ies: A scoping e iew. Disabili y
and Rehabili a ion, 42(22), 3165- 3178.
34) Machalicek, W., Oakes, A., & Lang, R. (2021). Technology-based social skills in e en ions o indi iduals wi h au ism
spec um diso de : A e iew o cu en esea ch. Jou nal o Special Educa ion Technology, 36(4), 229-242.
35) Maggin, D. M., Cha ouleas, S. M., & B iesch, A. M. (2020). Social-emo ional lea ning in school se ings: Iden i ying
e idence-based p ac ices. Jou nal o School Psychology, 83, 1-18.
36) Mazu ek, M. O., & Kanne, S. M. (2020). Social skills in child en and adolescen s wi h au ism spec um diso de : Cu en
s a us and u u e di ec ions. Pedia ic Clinics o No h Ame ica, 67(1), 143-159.
37) Mille , A. R., & Ve non, T. W. (2022). The impac o inclusi e educa ional p ac ices on he social skills de elopmen o
s uden s wi h disabili ies. Jou nal o Special Educa ion, 56(2), 85-96.
De elopmen o Social and Emo ional Skills Among S uden s wi h Lea ning Di icul ies: Basis o a P oposed
In e en ion P og am
IJMRA, Volume 08 Issue 09 Sep embe 2025 www.ijm a.in Page 5457
38) Odom, S. L., Colle -Klingenbe g, L., Roge s, S. J., & Ha on, D. D. (2021). E idence-based p ac ices o young child en wi h
au ism spec um diso de : A syn hesis o he li e a u e om 2014 o 2020. Jou nal o Ea ly In e en ion, 43(1), 27-55.
39) OECD. (2023). PISA 2022 esul s (Volumes I & II) – Philippines ac shee (PDF).
h ps://www.oecd.o g/con en /dam/oecd/en/publica ions/ epo s/2023/11/pisa-2022- esul s- olume-i-and-ii-coun y-
no es_2 ca04b9/philippines_db 92b65/a0882a2d-en.pd OECD
40) OECD. (2023). PISA 2022 esul s: Philippines coun y no e. h ps://www.oecd.o g/en/publica ions/pisa-2022- esul s-
olume-i-and-ii-coun y-no es_ed6 bcc5-en/philippines_a0882a2d-en.h ml OECD
41) Rao, S. M., Beidel, D. C., & Tu ne , S. M. (2020). Social skills in e en ions o child en wi h anxie y diso de s: A me a-
analysis. Clinical Child and Family Psychology Re iew, 23(1), 60-78.
42) Republic Ac No. 10533. (2013). Enhanced Basic Educa ion Ac o 2013. Lawphil.
h ps://lawphil.ne /s a u es/ epac s/ a2013/ a_10533_2013.h ml Lawphil
43) Republic Ac No. 11650. (2022). An Ac ins i u ing a policy o inclusion and se ices o lea ne s wi h disabili ies in suppo
o inclusi e educa ion. Lawphil. h ps://lawphil.ne /s a u es/ epac s/ a2022/ a_11650_2022.h ml Lawphil
44) Salas-Rod íguez, S., Valien e, V., & Na a o, J. (2022). Educa ional inequali y and access o in e en ions in low- esou ce
se ings: Ba ie s o child en wi h disabili ies. In e na ional Jou nal o Inclusi e Educa ion, 26(5), 634–648.
45) Sena e o he Philippines. (2024, Decembe 8). Ga chalian lags sho age o mo e han 7,000 SNED eache s o lea ne s
wi h disabili ies. h ps://web.sena e.go .ph/p ess_ elease/2024/1208_ga chalian1.asp Sena e o he Philippines
46) S ecko ich, M. A., & Schul z, T. R. (2021). The ole o social skills in he academic success o s uden s wi h disabili ies: A
e iew. Remedial and Special Educa ion, 42(2), 115-126.
47) Swaim, K. F., Mo gan, P. L., & Fa kas, G. (2020). Social skills and academic achie emen among s uden s wi h disabili ies:
A longi udinal analysis. Lea ning Disabili y Qua e ly, 43(1), 3-15.
48) Tsao, L. L., Da enpo , E. C., & Doll, B. (2021). Social skills and pee ic imiza ion among s uden s wi h disabili ies: A me a-
analysis. Jou nal o School Violence, 20(1), 1-18.
49) Uni ed Na ions. (n.d.). Sus ainable De elopmen Goal 4: Quali y educa ion. h ps://sdgs.un.o g/goals/goal4 Sus ainable
De elopmen Goals
50) Van de Kli , E., & Kos e , M. (2020). Inclusi e educa ion o s uden s wi h in ellec ual disabili ies: A e iew o e ec i e
p ac ices. Eu opean Jou nal o Special Needs Educa ion, 35(2), 224-239.
51) Vasileiadis, I. (2024). The de elopmen o social compe ence in s uden s wi h gene al lea ning di icul ies in ea ly p ima y
g ades: The necessi y o psychological suppo p og ammes in schools. Jou nal o Resea ch in Special Educa ional Needs,
24(1), 45–58.
52) Wang, Z., Huang, J., Wang, L., & Liu, C. (2023). Social pa icipa ion o s uden s wi h special needs in inclusi e schools: A
scoping e iew. In e na ional Jou nal o De elopmen al Disabili ies, 69(1), 1–15.
53) Weiss, M. J., & Ha is, S. L. (2020). Social skills in e en ions o indi iduals wi h au ism spec um diso de : A e iew o
he li e a u e. Jou nal o Au ism and De elopmen al Diso de s, 50(1),1 183-192.
54) Yell, M. L., Sh ine , J. G., & Ka siyannis, A. (2021). Special educa ion law. Pea son.
55) Zeng, S., Ju, S., & Hall, M. (2022). Cul u ally esponsi e eaching o s uden s wi h disabili ies: A e iew. Jou nal o Special
Educa ion, 56(1), 35–49.