Socioemotional skills in high school students of The Centro de Bachillerato Tecnológico industrial y De Servicios No. 65

The development of socioemotional skills in high school students is crucial for their overall well-being and academic success. This study aimed to adapt and apply the Collaborative for Academic, Social, and Emotional Learning (CASEL) methodology in the context of the Centro de Bachillerato Tecnológico Industrial y de Servicios No. 65 (CBTIS 65) in Mexico. The research employed a mixed methods approach, combining qualitative and quantitative methods, to comprehensively understand students' socioemotional competencies. Qualitative analysis, conducted through semi-structured interviews, revealed that students often experience anxiety and insecurity when facing new or challenging situations, which can hinder their ability to speak in public and establish social relationships. However, they also expressed motivation and commitment to working in teams to achieve goals and recognized the importance of personal and academic goals for their growth and success. Quantitative analysis, based on the CASEL questionnaire, suggested that participants exhibited strengths in areas such as self-concept, emotional self-awareness, social awareness, and empathy. On the other hand, self-control, emotional regulation, goal setting, and goal achievement emerged as areas for improvement for a significant portion of the students. The study highlights the need to implement strategies and programs focused on developing deficient socioemotional skills, which can contribute to overcoming challenges, improving communication skills, strengthening interpersonal relationships, and ultimately, preparing students more effectively for academic and personal success. The findings underscore the importance of fostering socioemotional competencies in high school students, as they play a vital role in their personal growth, academic performance, and ability to successfully navigate life's challenges.