Bringing Social and Emotional Learning into a Mathematics Classroom: An Action Research

Abstract

In mathematics classrooms, self-management plays a critical role in helping students manage emotions, maintain focus, and persevere through challenging tasks. When self-management skills are underdeveloped, students may experience heightened frustration and disengagement, leading to avoidance behaviours and reduced learning outcomes. Although social-emotional learning (SEL) has been identified as a promising approach to address these challenges, practical guidance on embedding SEL strategies meaningfully within mathematics instruction remains limited. This action research aimed to examine how the integration of SEL strategies within daily Grade 3 mathematics lessons influenced students’ self-management behaviours in the context of a Malaysian international school. Over  twelve weeks with eight weeks of implementation, SEL strategies targeting emotional regulation, attention, and persistence (specifically growth mindset language, brief mindfulness routines, and reflective questioning) were implemented. Data were collected through classroom observations, student interviews, and pre- and post-intervention self-management surveys. Findings indicated improvements in students’ perseverance, emotional regulation, and willingness to reattempt challenging tasks, as well as increased control of emotions and usage of self-management strategies. Survey results showed positive movement in indicators related to focus and task completion. However, variations in student engagement highlighted the importance of adapting SEL routines to ensure they are culturally responsive and relatable to students. The study concludes that embedding structured SEL strategies within mathematics instruction can effectively strengthen students’ self-management. It contributes to educational practice by offering practical examples of SEL integration in mathematics teaching and by emphasising cultural alignment as a key factor in sustaining student engagement and behavioural change. Through the action research process, the teacher-researcher also developed deeper insights into student behavioural patterns and refined approaches to designing lessons that intentionally integrate SEL in culturally meaningful ways. The discussion also situates the findings within wider international evidence, drawing on UK primary-school research to highlight common implementation challenges and contextual differences.