ResearchPro International Multidisciplinary Journal

Children with disabilities often face challenges in social-emotional development, including difficulties in self-regulation, motivation, peer interactions, and adaptive behaviour. Socio-Emotional Learning (SEL) frameworks provide a strengths-based approach to support these children by fostering core competencies such as selfawareness, self-management, social awareness, relationship skills, and responsible decision-making. Integrating SEL with disability-specific interventions can enhance educational experiences, promote academic motivation, and improve social inclusion, particularly in resource-constrained and heterogeneous classrooms common in India. Theoretical models highlight SEL’s potential to mitigate social-emotional deficits while reinforcing adaptive skills, resilience, and behavioural regulation. In addition, SEL contributes to mental health, well-being, and participation in inclusive educational settings, complementing existing policies such as the Rights of Persons with Disabilities Act (2016) and the UN Convention on the Rights of Persons with Disabilities. Cultural, socioeconomic, and linguistic factors further shape the effectiveness of SEL programs, necessitating contextually responsive approaches. This theoretical analysis underscores the significance of embedding SEL in educational strategies for children with disabilities in India, emphasizing the need for comprehensive frameworks, teacher training, community engagement, and policy alignment to promote holistic development and reduce barriers to learning and social integration.