This study explored the implementation of Social and Emotional Learning (SEL) in promoting the reading readiness of Grade One learners in Panabo South District, Panabo City Division. It examined the lived experiences of teachers in implementing SEL, the coping mechanisms they used in addressing learners’ social, emotional, and reading-related needs, and the program proposed to strengthen SEL-based reading readiness instruction. A qualitative phenomenological research design was employed. Data were gathered through in-depth interviews (IDI) and focus group discussions (FGD) with ten Grade One teachers in Panabo South District, Panabo City. Thematic analysis was used to identify recurring patterns and emerging themes from the participants’ responses. Findings revealed that teachers’ experiences were shaped by the creation of emotionally safe classrooms, encouragement and peer support, management of diverse learner emotions, and challenges in balancing SEL activities with reading instruction. Teachers observed that learners became more confident, comfortable, and willing to participate in reading activities when they felt accepted and supported. However, challenges such as shyness, frustration, lack of focus, limited time, and insufficient home support were also encountered. To address these concerns, teachers used patience, praise, positive reinforcement, differentiated reading tasks, storytelling, songs, games, pictures, and small-group guidance. The study further suggested strengthening SEL-integrated reading instruction through teacher training, parent involvement, appropriate reading materials, and school-based monitoring systems. The proposed intervention program featured emotion check-ins, peer buddy reading, play-based activities, role-playing, and monitoring of learners’ progress to support both literacy development and the social and emotional well-being of learners.
Lorena Papa (Tue,) studied this question.