Vol. 11, Issue 12, Part D (2025)

Abstract
NEP 2020 emphasizes Social and Emotional Learning (SEL) is important to develop holistic student development, creating compassionate and rational citizens. This paper is a qualitative research review article with objective-wise content analysis that reflects to develop social-emotional skills in the students at Higher Educational Institutes with the objectives to integrate and implement through specific activities, strategies and techniques in the curriculum, it also focuses on reflective practices to explore and elaborate with the practical hands-on learning application and examples to develop higher order thinking, reasoning, critical thinking, positive attitude, problem with divergent resolutions and foster a supporting learning environment in the students life that “Problem is not with the problem rather problem is with the perception of the problem in the life ”-How an individual perceives the problem in the life?(minor or major) his thinking ability for the problem resolves the complications that include mindfulness-based training to enhance problem solving ability in life with these five-core social-emotional learning (SEL) domains like self-awareness, self-management, social awareness, relationship skills, and responsible decision-making with the challenges in implementing at the higher educational institutes to develop social emotional skills and outcomes of social emotional learning in the students at higher educational institutes. NEP 2020 policy integrates SEL to the teachers with professional development and training to incorporate SEL into their classrooms to their students, manage their own emotions, and develop SEL skills in the students to enhance academic performance, improve their own well-being, and equip them to withstand for life's challenges.