This study examines whether enhancements in social – emotional competencies (SEC) achieved through social – emotional learning (SEL) interventions influence students' academic engagement, psychological well-being, and subjective school well-being. A mindfulness-based SEL program comprising emotional awareness, deep breathing, meditation, and reflective decision-making(was implemented in a mixed-methods, randomized experiment with 10–14-year-olds in Kosovo (experimental n = 82; control n = 95). Outcomes were assessed using the Social-Emotional Competence Questionnaire (SECQ), Engagement Against Dissatisfaction with Learning (EDL), Child World Psychological Well-Being Scale (CW-PSWBS), and Student Subjective Well-Being Questionnaire (SSWQ). Quantitative pre/post data were analyzed via MANCOVA, regression, correlation, and t-tests; qualitative data from student focus groups underwent thematic analysis. MANCOVA indicated small-to-medium effects for SEC (partial η2 = .027), academic engagement (partial η2 = .068), and subjective school well-being (partial η2 = .049). Within the experimental group, pre – post gains were small-to-moderate for SEC (d = .41) and psychological well-being (d = .33). Posttest comparisons favored the intervention with small-to-moderate effects for academic engagement (d = .46) and subjective school well-being (d = .36), and a small effect for SEC (d = .21). Thematic findings corroborated quantitative results, highlighting improved emotional awareness, self-regulation, motivation, and classroom relationships. Collectively, the intervention yielded modest yet meaningful benefits across engagement and well-being domains.
Toverlani et al. (Sat,) studied this question.