Teachers' socio-emotional skills as a key to the emotional inclusion of students in Ecuadorian high schools

Teachers' socio-emotional skills as a key to the emotional inclusion of students in Ecuadorian high schools

Authors

  • Katy Araceli Punina Poma Ministerio de Educación Docente de la Unidad Educativa Sabanetillas. Bolívar, Echeandía, Ecuador https://orcid.org/0000-0002-9899-9144
  • Alex Renato Viscarra Gavilanez Ministerio de Educación Docente de la Unidad Educativa 5 de Octubre. Bolívar, Echeandía, Ecuador https://orcid.org/0009-0008-6629-1193
  • Vega Poveda Dora Marlene Ministerio de Educación Docente de la Unidad Educativa Sabanetillas. Bolívar, Echeandía, Ecuador https://orcid.org/0009-0005-8889-2393

Keywords:

socio-emotional competencies, educational inclusion , emotional diversity, teachers

Abstract

This article aimed to understand the influence of teachers' socio-emotional competencies on promoting the emotional inclusion of high school students in the Ecuadorian educational context, recognizing that the quality of emotional relationships in the classroom influences well-being and academic performance. Using a mixed-methods approach, three public schools in the cantons of Echeandía, Caluma, and Las Naves (Bolívar province) were studied, with the participation of 50 teachers and 200 students. Quantitative data reveal that teachers demonstrate greater development in self-awareness and less in emotional self-regulation. Students, for their part, value respect and active listening, although they perceive little emotional support during critical moments. Correlations indicate that greater development of socio-emotional competencies in teachers is associated with a better perception of emotional inclusion among students. Qualitative analysis highlights effective practices such as talking circles, emotional mentoring, and spaces for reflection, which emerge as sustainable and contextualized responses, even without formal training. It is concluded that these competencies not only promote a more humane and participatory school climate, but are also essential for ensuring inclusive environments, especially in areas with high social and emotional vulnerability. Based on empirical evidence, the need to prioritize socio-emotional development in teacher training is proposed as a way to consolidate an equitable, affective, and transformative education, aligned with the goal of achieving the emotional inclusion of students in Ecuadorian high schools.

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Published

2025-12-04

How to Cite

Punina Poma, K. A. . ., Viscarra Gavilanez, A. R. ., & Dora Marlene , V. P. . (2025). Teachers’ socio-emotional skills as a key to the emotional inclusion of students in Ecuadorian high schools : Teachers’ socio-emotional skills as a key to the emotional inclusion of students in Ecuadorian high schools . Pedagogical Horizon, 14. Retrieved from //www.horizontepedagogico.cu/index.php/hop/article/view/539

Issue

Vol. 14 (2025)

Section

Reflexiones Pedagógicas

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Copyright (c) 2025 Katy Araceli Punina Poma, Alex Renato Viscarra Gavilanez, Vega Poveda Dora Marlene

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