Assessing What Matters: Integrating Social-Emotional Learning (SEL) Competencies into Classroom Assessment to Promote Pupil Well-Being, Academic Engagement, Resilience, and Mental Health (Stress, Anxiety, and Depression) in Basic Schools in Ghana

Assessing What Matters: Integrating Social-Emotional Learning (SEL) Competencies into Classroom Assessment to Promote Pupil Well-Being, Academic Engagement, Resilience, and Mental Health (Stress, Anxiety, and Depression) in Basic Schools in Ghana | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Assessing What Matters: Integrating Social-Emotional Learning (SEL) Competencies into Classroom Assessment to Promote Pupil Well-Being, Academic Engagement, Resilience, and Mental Health (Stress, Anxiety, and Depression) in Basic Schools in Ghana Simon Ntumi, Courage Kodzo Kwaku, Kofi Agyemang, Benjamin Nyarko This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6901638/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 22 Dec, 2025 Read the published version in Scientific Reports → Version 1 posted 9 You are reading this latest preprint version Abstract In the context of growing concerns over learners’ mental health and disengagement in test-driven environments, there is an urgent need to reimagine assessment as a catalyst for holistic development. This study examined the impact of integrating Social-Emotional Learning (SEL) competencies into classroom assessment on pupil well-being, academic engagement, resilience, and mental health outcomes in basic schools across Ghana. Conducted in six public schools from three geographically diverse regions (urban, peri-urban, and rural), the study utilized a pre-test/post-test control group design involving 360 pupils aged 10–15 years. Participants were randomly assigned to either an intervention group (n = 180), which received SEL-integrated assessment practices, or a control group (n = 180), which continued with traditional assessments. Standardized psychometric instruments the MHC–SF, SEI, CD-RISC-10, and DASS-21 were used to assess key outcomes at two time points. Results showed significant improvements in overall well-being in the SEL group (F(1, 357) = 15.62 , p < .001, η² = 0.08 , d = 0.57), with increases across emotional (η² = 0.07), social (η² = 0.06), and psychological (η² = 0.07) subdomains. Regression analysis indicated that SEL exposure significantly predicted higher well-being (β = 0.42 , p < .001 , R² = 0.24), with stronger effects among females (β = 0.19 , p = .045). Academic engagement also improved substantially (F(1, 357) = 18.74 , p < .001, η² = 0.09 , d = 0.61), with gains in cognitive (β = 0.37), behavioral (β = 0.35), and emotional (β = 0.40) engagement ( R² = 0.26). Teacher–pupil relationships (β = 0.38) and peer collaboration (β = 0.36) were also significantly enhanced. Regarding resilience, the SEL group scored higher overall (F(1, 357) = 10.45 , p = .001, η² = 0.06 , d = 0.49), particularly in emotional regulation (β = 0.33), adaptability (β = 0.32), and confidence under pressure (β = 0.38). Most critically, SEL-integrated assessment significantly reduced pupils’ mental health symptoms, including stress (F = 10.83, β = -0.34), anxiety (F = 11.67, β = -0.36), and depression (F = 12.90, β = -0.38), with an overall reduction in emotional distress (F(1, 357) = 12.78 , p < .001, η² = 0.07 , d = 0.52). Resilience was found to significantly moderate the relationship between SEL exposure and improved mental health (β = -0.31 , p = .004 , R²Δ = 0.05). These findings affirm the transformative power of embedding SEL competencies into assessment practices, offering robust evidence for policy adoption in Ghana’s basic education system under SDG 4.7. The study recommends teacher training and systemic alignment to foster holistic development across cognitive, emotional, and psychosocial domains. Biological sciences/Psychology Health sciences/Health occupations Social-Emotional Learning Assessment Reform Pupil Well-being Basic Education Resilience Ghana Introduction In recent years, the educational landscape both globally and within Ghana has witnessed a paradigmatic shift in the understanding of what constitutes meaningful learning [52; 1; 15; 27]. Increasingly, there is a growing recognition that education must go beyond the narrow confines of cognitive development and academic achievement to address the broader developmental needs of the learner [23; 44; 26]. This shift has ushered in a renewed focus on educating the “whole child,” an approach that emphasizes the interconnectedness of cognitive, social, emotional, and mental dimensions of pupil growth. Central to this holistic vision is Social-Emotional Learning (SEL ) , which has gained global prominence as a structured framework for cultivating key intra- and interpersonal competencies in learners. SEL promotes critical life skills such as self-awareness, emotional regulation, empathy, effective communication, goal-setting, and responsible decision-making skills deemed foundational for success in school and life [37; 40; 47]. Empirical evidence underscores the importance of SEL not only in enhancing academic performance but also in nurturing long-term resilience and mental well-being among learners, particularly children and adolescents growing up in challenging environments [25; 17; 24; 15; 31]. These competencies have been shown to improve classroom behavior, foster positive relationships, reduce emotional distress, and build pupils’ capacity to cope with adversity and thrive socially and academically. SEL’s growing relevance is further affirmed by its alignment with the United Nations’ Sustainable Development Goal (SDG) 4, which advocates for inclusive, equitable, and quality education that promotes lifelong learning opportunities and social-emotional preparedness [17; 15; 52; 5]. In the context of Ghana, however, implementing such holistic educational frameworks faces considerable challenges. Basic school pupils in Ghana are often exposed to a constellation of stressors that threaten their emotional security and academic continuity. These include but are not limited to persistent poverty, parental neglect, family instability, exposure to violence, food insecurity, and rigid disciplinary practices, including corporal punishment [2; 3; 1; 21; 32]. Compounding these factors is the nation’s exam-driven education culture, where performance in high-stakes examinations is often prioritized over creativity, critical thinking, emotional growth, and psychological well-being. In this pressure-laden environment, children frequently experience heightened levels of school-related stress, anxiety, fear of failure, and in some instances, symptoms of depression and learned helplessness [62; 16; 14; 20; 45]. Despite these realities, Ghana’s classroom assessment practices remain predominantly anchored in traditional paradigms that privilege rote memorization, factual recall, and summative evaluation. Such practices pay scant attention to the emotional and social dimensions of learning or to the cultivation of non-cognitive skills that are crucial for well-rounded development [6; 51; 62; 22]. Teachers are rarely trained or equipped to assess pupils’ emotional competencies or to recognize mental health red flags during instruction. As a result, opportunities to identify vulnerable pupils, offer timely support, or promote resilience and positive coping mechanisms through assessment are often missed. This disconnect between educational practices and the lived experiences of learners necessitates a critical reassessment of how, what, and why we assess in Ghana’s basic schools. Expanding the scope of classroom assessment to incorporate SEL provides a promising pathway to addressing these gaps. By recognizing pupils’ emotions, social relationships, and mental health as legitimate domains of learning and evaluation, educators can create supportive learning environments that foster not just academic success, but holistic human development. The well-being of pupils is increasingly being recognized as a critical outcome and enabler of quality education. Pupil well-being encompasses multiple dimensions including emotional, psychological, social, and physical aspects that contribute to a learner’s overall life satisfaction and functioning both within and beyond the school environment [14; 12; 59]. A growing body of research affirms that pupils who feel safe, emotionally supported, and valued at school are more likely to demonstrate higher levels of academic motivation, sustained engagement, and adaptive coping mechanisms [10; 11]. In contrast, environments that neglect pupils’ emotional and mental needs may foster disengagement, absenteeism, and poor academic performance. Academic engagement, defined as the degree of attention, curiosity, interest, and passion that pupils show when they are learning, is deeply connected to their emotional state and the quality of relationships they have with teachers and peers [14; 19; 20; 61]. In Ghanaian basic schools, where learning environments can be highly competitive and examination-driven, many pupils struggle to remain engaged, particularly when faced with high levels of stress and limited psychosocial support. Moreover, disciplinary cultures in some schools characterized by harsh punishments, rigid hierarchies, and authoritarian classroom management can alienate learners and reduce their intrinsic motivation to learn [1; 7; 8; 12; 60]. Closely linked to engagement is the concept of resilience, which refers to a pupil’s ability to adapt positively and recover from adversity, trauma, or significant sources of stress. Resilient pupils are not immune to hardship but are better equipped with internal resources such as emotional regulation and problem-solving skills and external support systems, including affirming relationships with teachers and peers [53; 42; 1]. Social-Emotional Learning (SEL) has been identified as a key lever in building resilience among school-aged children. When SEL is integrated into the classroom, pupils learn how to recognize and manage their emotions, set realistic goals, handle interpersonal conflict constructively, and bounce back from setbacks all of which are fundamental for resilience [50; 58; 1; 35]. A critical barrier to both engagement and resilience in Ghanaian schools is the rising incidence of mental health challenges among pupils, notably stress, anxiety, and depression. Stress in school-aged children can stem from multiple sources academic pressure, fear of failure, peer bullying, family instability, or hunger and has been shown to impair memory, concentration, and executive functioning [1; 2; 18]. Chronic academic stress may evolve into anxiety, which manifests in forms such as test anxiety, social anxiety, or generalized worry. This, in turn, may lead to depressive symptoms, including feelings of worthlessness, fatigue, withdrawal from social interactions, and a loss of interest in previously enjoyable activities [12; 10; 36]. While data on pupil mental health in Ghana is limited, emerging studies suggest a troubling trend. For example, [24; 20; 19] found that a significant number of school-going adolescents in urban Ghana exhibited symptoms of depression and anxiety, yet lacked access to any form of mental health support within their schools. Compounding this challenge is the pervasive stigma surrounding mental health in many Ghanaian communities, which discourages open dialogue and prevents early identification and intervention [9; 3; 5; 38; 41]. In rural and underserved areas, the problem is exacerbated by a lack of trained counselors, absence of school-based psychological services, and inadequate teacher preparation in recognizing signs of mental distress. Importantly, classroom assessment practices offer a potential entry point for addressing these interrelated issues. When reimagined through a social-emotional lens, assessments can become tools not just for academic evaluation but for identifying pupil strengths, emotional states, and areas of psychosocial need. Formative assessments, portfolios, reflective journals, peer assessments, and teacher-pupil conferences can be designed to include indicators of well-being, motivation, resilience, and emotional expression. Teachers who are trained in SEL-based assessment practices can identify early warning signs of distress, initiate appropriate referrals, and provide supportive feedback that promotes both academic growth and emotional safety [33; 56; 27; 1]. Clearly, promoting pupil well-being, academic engagement, and resilience while addressing mental health challenges such as stress, anxiety, and depression must become central goals of Ghana’s basic education system. The integration of SEL into assessment practices is not a peripheral concern but a strategic necessity if schools are to serve as spaces for holistic development, equity, and empowerment. Notwithstanding growing global recognition of the importance of Social-Emotional Learning (SEL) in promoting holistic pupil development, its integration into classroom assessment practices remains limited in many educational systems in Sub-Saharan Africa, including Ghana. Current assessment frameworks in Ghanaian basic schools are overwhelmingly focused on academic achievement, particularly performance in high-stakes examinations. This emphasis on rote learning and cognitive recall often neglects the emotional, psychological, and social development of learners [2; 4; 43]. As a result, non-cognitive competencies such as emotional regulation, resilience, empathy, and stress management are neither explicitly taught nor assessed, despite being critical to pupils’ long-term academic and personal success. Furthermore, while there is increasing evidence globally that SEL contributes to improved pupil outcomes including academic engagement, classroom behavior, and mental health there is a significant lack of empirical research in the Ghanaian context examining how SEL can be systematically integrated into classroom assessments to address the growing incidence of stress, anxiety, and depression among pupils [25; 15; 37; 46]. Existing school-based mental health interventions in Ghana are sparse, fragmented, and often external to the core teaching and learning process. Teachers are seldom trained to identify or respond to pupils’ emotional needs, and assessment tools that include SEL indicators are virtually nonexistent within the basic education curriculum. Moreover, while global frameworks such as the OECD’s Learning Compass 2030 and SDG 4.7 emphasize the importance of educating for well-being, inclusion, and global citizenship, these priorities have not been adequately localized or translated into Ghana’s assessment policy and classroom practices [48; 54; 57]. There remains a critical research and practice gap concerning how classroom assessment can be reimagined not just as a tool for academic measurement, but as a mechanism for promoting pupil well-being, emotional resilience, and mental health. This gap is particularly concerning in light of the increasing levels of school-related stress, examination pressure, and emotional distress reported among Ghanaian pupils, particularly those from marginalized or disadvantaged backgrounds. Without targeted efforts to assess and support pupils’ social and emotional competencies, the basic education system risks overlooking the very conditions that enable meaningful learning and long-term success. Thus, the problem this study sought to address is the lack of integration of Social-Emotional Learning competencies into classroom assessment practices in Ghana’s basic schools, and how this omission affects pupil well-being, academic engagement, resilience, and mental health outcomes. The study aims to bridge this gap by investigating the potential of SEL-informed assessment approaches to foster more supportive and developmentally responsive learning environments in Ghana. Hypothesis H₁: SEL-Based Assessment and Pupil Well-Being : There is a statistically significant positive relationship between the use of Social-Emotional Learning (SEL)-integrated classroom assessment practices and pupils’ overall well-being, such that classrooms incorporating reflective, feedback-rich, and emotionally supportive assessments enhance pupils’ emotional, psychological, and social well-being in basic schools in Ghana. H₂: SEL Assessment and Academic Engagement : SEL-infused classroom assessment strategies such as formative feedback, self-assessment, and peer collaboration are significantly associated with increased cognitive, behavioral, and affective engagement among basic school pupils, mediated by pupils’ perceived emotional safety and autonomy in the learning environment. H₃: SEL Assessment and Resilience : Pupils who are regularly exposed to SEL-oriented assessments that promote emotional self-awareness, goal setting, and constructive teacher feedback will demonstrate significantly higher resilience capacities manifested in improved emotional regulation, adaptive coping, and perseverance in the face of academic challenges. H₄: SEL Assessment and Mental Health (Stress, Anxiety, Depression) : The integration of SEL competencies into classroom assessment is inversely associated with symptoms of school-related stress, test anxiety, and depressive affect, with pupil resilience acting as a moderating variable that buffers the impact of academic pressures on mental health outcomes Methods Research Design This study employed a quasi-experimental design with a pre-test/post-test control group format to evaluate the impact of integrating Social-Emotional Learning (SEL) competencies into classroom assessment practices on four key pupil outcomes: well-being, academic engagement, resilience, and mental health (specifically stress, anxiety, and depression). The quasi-experimental design was chosen due to ethical and logistical constraints associated with random assignment at the individual pupil level in real-world school settings. This approach, though lacking full randomization, enabled the researchers to compare outcomes between a treatment group (exposed to SEL-integrated assessment practices) and a control group (exposed to traditional assessment methods), thus establishing a causal link with reasonable internal validity [ 13 ]. The pre-test/post-test structure allowed for the collection of baseline (Time 1) and follow-up (Time 2) data, enabling the researchers to observe changes over the course of the intervention. This design helped to control for initial group differences and to isolate the effect of the intervention on the outcome variables [ 7 ]. The structure was especially appropriate for a school-based study where random allocation is often constrained by administrative and policy considerations. Furthermore, this design supported the use of Analysis of Covariance (ANCOVA) to statistically control for pre-intervention scores, thereby improving the precision of the treatment effect estimates. Research Approach A quantitative research approach was adopted to facilitate empirical measurement and statistical analysis of the intervention’s impact. This approach allowed for the testing of the formulated hypotheses and the identification of statistically significant relationships among key constructs: SEL-integrated assessment practices (independent variable) and pupil well-being, academic engagement, resilience, and mental health outcomes (dependent variables). The quantitative approach was guided by positivist assumptions that knowledge can be objectively measured and generalized [ 5 ]. Standardized, validated psychometric instruments were used to collect numeric data both before and after the intervention. These instruments were selected based on their proven reliability, construct validity, and appropriateness for child and adolescent populations in educational and psychological research [16; 63]. Moreover, the approach supported the use of inferential statistics such as regression analysis, t-tests, and ANCOVA, which are suitable for comparing group means and testing moderation or mediation effects across pupil subgroups [49; 67]. Informed by prior school-based SEL interventions and mental health evaluation studies, the quantitative approach was ideal for determining not only whether SEL-integrated assessments made a statistically significant difference, but also the magnitude and direction of their effects. This aligns with global best practices in impact evaluation research in education and mental health domains. Population and Sampling The target population for this study consisted of basic school pupils in Ghana, specifically those in upper primary (Primary 4–6) and lower junior high school (JHS 1–2). These pupils, typically aged between 10 to 15 years, are at a crucial developmental stage where social-emotional competencies significantly influence their academic engagement and psychological well-being [ 17 ]. At this age, pupils begin to experience heightened emotional awareness, identity development, and peer interactions, all of which shape their capacity for resilience and mental health. Additionally, they are particularly vulnerable to various stressors including school-related anxiety, peer pressure, corporal punishment, and the intense academic demands of Ghana’s examination-driven education system [2; 33; 34]. To ensure regional and socio-cultural representativeness, the accessible population was drawn from six public basic schools selected from three diverse regions of Ghana: Greater Accra (urban setting), Ashanti (peri-urban setting), and Northern Region (rural setting). These regions were purposively selected based on their geographic diversity, socio-economic profiles, and the feasibility of implementing and monitoring the intervention. The inclusion of urban, peri-urban, and rural schools allowed the study to capture the complex realities of learners across Ghana’s educational landscape, thus enhancing the external validity and generalizability of the findings. A multistage sampling technique was used to select schools and participants. In the first stage, the three regions were purposively chosen based on regional development indicators, accessibility to schools, and existing administrative support from the Ghana Education Service (GES). In the second stage, two public basic schools were randomly selected from each region using a list of GES-approved institutions. One school in each region was randomly assigned to the intervention group where Social-Emotional Learning (SEL) competencies would be integrated into classroom assessments and the other to the control group, which would continue with traditional assessment practices. This process resulted in a total of six schools: three intervention and three control. In the final stage, stratified random sampling was used to select pupil participants within each school. Stratification was done to ensure proportional representation across grade levels (P4–JHS 2), gender (male and female), and age categories (10–15 years). A total of 60 pupils were selected from each school, resulting in an overall sample size of 360 pupils 180 in the intervention group and 180 in the control group. This sample size was considered statistically adequate for detecting medium to large effect sizes at a power level of 80% and a significance level of 0.05, consistent with Cohen’s (1992) guidelines for power analysis in experimental studies. Intervention Procedure The intervention was structured as a 10-week Social-Emotional Learning (SEL)-integrated classroom assessment program and was delivered during routine English Language and Social Studies lessons, subjects selected for their emphasis on communication, social interaction, and personal reflection. The intervention aimed to foster SEL competencies by embedding them directly into classroom assessment strategies, thereby providing a dual focus on both academic content and socio-emotional skill development. Prior to the start of the intervention, teachers in the intervention schools participated in a 2-day intensive professional development workshop. This training, facilitated by experts in educational psychology and assessment, was designed to build teachers’ capacity in integrating SEL into assessment practices. Drawing from the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework (2020), the workshop focused on five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Teachers were introduced to a variety of SEL-integrated assessment tools, including pupil reflective journals, peer- and self-assessment rubrics, collaborative group assessments, socio-emotional feedback protocols, and formative observation checklists. The workshop materials were contextualized to align with the Ghana Education Service (GES) national curriculum and cultural norms to ensure local relevance. Emphasis was placed on practical strategies, such as using open-ended prompts in pupil reflections to elicit emotional awareness, facilitating peer feedback sessions to develop empathy and communication, and incorporating behavior-based rubrics that rewarded demonstration of responsible choices and collaborative skills. During the 10-week intervention, these practices were incorporated into weekly lesson plans. Teachers implemented SEL-focused formative assessments that allowed pupils to express feelings, reflect on learning experiences, and assess their interpersonal behavior in group tasks. For instance, in Social Studies, pupils were required to keep journals reflecting on how cultural values influenced interpersonal relationships, while in English classes, peer assessment activities included emotional literacy components such as expressing respectful disagreement or active listening. Teachers in the control schools, on the other hand, continued to use conventional assessment methods, which largely focused on summative evaluations (e.g., quizzes, written tests) that prioritized rote memorization and factual recall, without deliberate attention to SEL competencies. These schools did not receive any training or intervention materials and served as the baseline for comparative analysis. To ensure fidelity of implementation, the research team conducted weekly monitoring visits to all intervention schools. During these visits, lesson plans were reviewed, teacher self-report checklists were collected, and brief classroom observations were carried out. Feedback was provided to support teachers in maintaining consistency and quality in implementing SEL-integrated assessments. Additionally, teachers were encouraged to meet bi-weekly in peer-support groups to discuss challenges, share experiences, and co-develop lesson ideas, thus reinforcing fidelity and reflective practice. Data Collection Instruments Data were collected using standardized and psychometrically validated instruments, which were adapted for age appropriateness and cultural relevance within the Ghanaian basic school context. All tools were pilot-tested in a separate public school setting not included in the main study to check for internal reliability, linguistic clarity, and contextual fit. Pupil Well-Being was assessed using the Mental Health Continuum–Short Form (MHC–SF) developed by [ 33 ]. This 14-item instrument measures three dimensions of well-being: emotional, psychological, and social well-being. It has been widely used in school-based mental health research and was culturally adapted to reflect local expressions of happiness, life satisfaction, and social connectedness. Academic Engagement was measured using the Pupil Engagement Instrument (SEI) by [ 3 ], which captures cognitive, affective, and behavioral components of engagement. Items on the SEI were reworded to reflect Ghanaian classroom scenarios and terminologies (e.g., replacing “counselor” with “school head” where appropriate). This tool provided a robust framework for assessing pupils’ motivation, participation in class, and emotional connection to school. Resilience was assessed through the Connor-Davidson Resilience Scale (CD-RISC-10), a 10-item scale developed by [ 12 ] to evaluate an individual’s ability to bounce back from adversity. The CD-RISC-10 has been validated across diverse cultural groups and age cohorts and is particularly suitable for measuring adaptive coping in adolescents. Mental Health Stress, Anxiety, and Depression were measured using the Depression, Anxiety, and Stress Scale (DASS-21) developed by [ 39 ]. This self-report instrument contains 21 items distributed equally across three subscales. Prior to data collection, items were linguistically adapted for comprehension by pupils aged 10–15 and reviewed by Ghanaian child mental health experts to ensure cultural and developmental appropriateness. Pre-test data were collected one week prior to the commencement of the intervention to establish baseline measures for all dependent variables. Post-test data were collected immediately after the 10-week intervention period. Surveys were administered under standardized conditions, with the assistance of trained research assistants and school counselors to clarify questions and provide support for pupils experiencing emotional discomfort during the process. Validity and Reliability To ensure the quality and rigor of the measurement instruments used in this study, multiple strategies were employed to establish both validity and reliability. Content validity was evaluated through a systematic review conducted by a panel of three experts in educational psychology, psychometrics, and classroom assessment. These reviewers examined each instrument for alignment with the study’s conceptual framework, age appropriateness, cultural relevance, and curricular fit within the Ghanaian educational context. Based on their feedback, minor modifications were made to wording and item formats to enhance clarity and contextual resonance, particularly in the areas of emotional terminology and assessment-related language. To assess reliability, a pilot study was conducted with a sample of 60 pupils from a basic school not included in the main study. Internal consistency of the instruments was determined using Cronbach’s alpha coefficient, a widely accepted metric for evaluating the reliability of multi-item scales. The alpha values for the different instruments ranged from 0.78 to 0.89, which exceeds the commonly recommended threshold of 0.70 for research in social sciences and education [ 24 ]. Specifically, the MHC-SF yielded an alpha of 0.81, the SEI demonstrated an alpha of 0.85, the CD-RISC-10 produced an alpha of 0.78, and the DASS-21 yielded subscale alphas ranging from 0.82 to 0.89. These results indicate that the instruments possessed adequate to strong internal consistency, reinforcing their suitability for use in the main study. Data Analysis The quantitative data collected from pre- and post-test assessments were analyzed using IBM SPSS Statistics Version 26. The analysis followed a multi-tiered statistical approach to evaluate both descriptive trends and inferential relationships between variables. First, descriptive statistics, including means, standard deviations, frequencies, and percentages, were computed to summarize the demographic characteristics of participants and to examine baseline scores for well-being, academic engagement, resilience, and mental health (stress, anxiety, and depression) across the intervention and control groups. To assess the effectiveness of the SEL-integrated assessment intervention, Analysis of Covariance (ANCOVA) was employed. This allowed for the comparison of post-test scores between the intervention and control groups while statistically controlling for pre-test scores. The use of ANCOVA enhanced the internal validity of the results by reducing the influence of initial group differences and isolating the effect of the intervention on the outcome variables. To explore more complex relationships among the variables, including potential predictive and moderating effects, multiple linear regression and moderation analyses were conducted. These analyses examined the extent to which pupil well-being, engagement, and resilience predicted mental health outcomes, and whether the intervention moderated these relationships. Where necessary, assumptions of normality, linearity, homoscedasticity, and absence of multicollinearity were tested and satisfied. Effect sizes were calculated and reported using Cohen’s d for mean differences and partial eta squared (η²) for ANCOVA outputs. These metrics provided insight into the practical significance of findings, complementing the statistical significance results and offering implications for educational practice. Interpretation of effect sizes followed Cohen’s (1988) conventions: small (0.01), medium (0.06), and large (0.14) for η², and small (0.2), medium (0.5), and large (0.8) for d. Ethical Considerations The study adhered to the highest ethical standards for research involving human participants, particularly children. Ethical clearance was obtained from the Institutional Review Board (IRB) of the University of Education, Winneba, following a full review of the study protocol, instruments, and consent procedures. In addition, official permissions were secured from the Ghana Education Service (GES) and the respective Regional and District Education Directorates overseeing the participating schools. Prior to data collection, written informed consent was obtained from all participating teachers and the parents or legal guardians of the pupil participants. Additionally, assent was sought directly from the pupils to ensure their voluntary participation, with age-appropriate explanations provided about the study’s purpose, procedures, and their rights. To protect the identity and privacy of all participants, strict confidentiality and anonymity protocols were maintained. Each pupil was assigned a unique code, and no personal identifiers were included in the data files. All data were stored securely and accessed only by authorized members of the research team. Participation in the study was entirely voluntary, and pupils or their guardians could withdraw at any time without penalty. The study also took into account the potential emotional sensitivity of questions related to stress, anxiety, and depression. A school counselor was available during the administration of these sections of the questionnaire, and referrals were made when signs of emotional distress were detected. These measures ensured compliance with ethical standards for child safeguarding and the responsible conduct of educational research in Ghana. Results The results of the study are presented according to the four hypotheses that guided the research, each addressing a core dimension of pupil development influenced by the SEL-integrated assessment intervention. Quantitative analyses were conducted using ANCOVA, multiple regression, moderated regression, and mediation models to assess the intervention’s impact on well-being, academic engagement, resilience, and mental health outcomes. Data were drawn from pre- and post-intervention scores, with statistical controls for baseline differences. All outcome measures demonstrated strong internal consistency (Cronbach’s α ≥ .84), and effect sizes were calculated using eta squared (η²) and Cohen’s d. The findings provide robust support for the effectiveness of SEL-integrated assessment in enhancing students’ psychosocial functioning and academic engagement while significantly reducing negative emotional states. The results are detailed below by hypothesis. (H 1 ): SEL-integrated assessment will significantly increase pupils’ pupil well-being. Table 1 Impact of SEL-Integrated Assessment on Pupil Well-Being (Hypothesis 1) Statistical Test Outcome Variable F / β Value p-Value η² (Effect Size) Cohen’s d 95% CI (β) R² Interpretation ANCOVA Total Well-Being (MHC–SF composite) F(1, 357) = 15.62 < .001** η² = 0.08 (medium) d = 0.57 — — Significant improvement in overall well-being in SEL group Linear Regression Group → Total Well-Being β = 0.42 < .001** — — [0.31, 0.53] R² = 0.24 SEL significantly predicted higher well-being ANCOVA (Subscale) Emotional Well-Being F(1, 357) = 12.40 < .001** η² = 0.07 (medium) d = 0.52 β = 0.38 [0.26, 0.50] — Improved happiness, interest, and vitality ANCOVA (Subscale) Social Well-Being F(1, 357) = 10.25 .001** η² = 0.06 (medium) d = 0.49 β = 0.34 [0.20, 0.47] — Enhanced social contribution and connectedness ANCOVA (Subscale) Psychological Well-Being F(1, 357) = 13.88 < .001** η² = 0.07 (medium) d = 0.55 β = 0.41 [0.28, 0.54] — Greater autonomy, purpose, and self-acceptance Moderated Regression Gender × SEL → Well-Being β = 0.19 .045** — — [0.01, 0.37] R² = 0.05 Slightly stronger effects of SEL on females’ well-being Mediation Analysis Self-Awareness → SEL → Well-Being Indirect β = 0.23 .002** — — Sobel z = 3.01 — Self-awareness mediated the effect of SEL on well-being Reliability (α) MHC–SF Total — — — — — — Cronbach’s α = 0.89 — strong internal consistency Note: ANCOVA and regression analyses revealed significant effects of SEL-integrated assessment on total and subscale well-being (emotional, social, psychological), with medium effect sizes (η² = .06–.08), moderate beta coefficients (β = .34–.42), and strong internal consistency (α = .89). A moderated effect was found for gender ( p = .045), and mediation analysis showed a significant indirect effect through self-awareness ( p = .002). The results presented in Table 1 provide robust empirical support for Hypothesis 1 (H₁) , which posits that integrating Social-Emotional Learning (SEL) into classroom assessment will significantly enhance pupils’ overall well-being. Multiple layers of analysis ranging from ANCOVA to mediation and moderation reinforce the positive effect of the intervention across general and subscale domains of well-being. The findings from this study provide robust and multi-dimensional support for the hypothesis that integrating Social-Emotional Learning (SEL) competencies into classroom assessment significantly enhances pupil well-being. This was first confirmed through an Analysis of Covariance (ANCOVA), which indicated a statistically significant difference between the SEL-integrated group and the control group in terms of post-test total well-being scores. Specifically, the result F(1, 357) = 15.62, with a p-value less than .001, shows that pupils exposed to SEL-embedded assessment practices reported significantly higher levels of well-being compared to those under traditional assessment conditions. The partial eta squared (η²) of 0.08 represents a medium effect size, suggesting that 8% of the variance in well-being scores can be attributed to the SEL intervention. Further supporting this, Cohen’s d = 0.57 indicates a moderately strong standardized mean difference, reinforcing the practical significance of the intervention’s impact. This result was corroborated by a linear regression analysis, which revealed a standardized beta coefficient (β) of 0.42, again with a highly significant p-value < .001. The confidence interval for the beta coefficient, ranging from 0.31 to 0.53, confirms the precision and strength of the effect. Additionally, the R² value of 0.24 means that 24% of the variance in total well-being scores was accounted for by the pupils’ exposure to SEL-integrated assessments. This implies that the intervention had a sizable predictive effect on overall well-being, making it a key factor in enhancing pupils’ mental and emotional states in school. A closer examination of the specific dimensions of well-being further enriches the interpretation. Emotional well-being—comprising happiness, interest in life, and vitality—significantly improved in the SEL group as reflected in an ANCOVA result of F(1, 357) = 12.40, p < .001, with an effect size of η² = 0.07 and Cohen’s d = 0.52. The corresponding regression coefficient β = 0.38 (CI: 0.26 to 0.50) provides statistical confirmation of the intervention’s positive influence on pupils’ emotional outlook. Social well-being, which involves a sense of belonging, social contribution, and integration, also showed notable improvement. The analysis yielded F = 10.25, p = .001, η² = 0.06, and d = 0.49, with β = 0.34 (CI: 0.20 to 0.47), indicating that pupils were more likely to feel socially connected and purposeful after participating in SEL-driven assessment environments. The most substantial impact was observed in the psychological well-being dimension, which encompasses self-acceptance, autonomy, and purpose in life. Here, the ANCOVA produced F = 13.88, p < .001, η² = 0.07, and Cohen’s d = 0.55, with a strong regression coefficient of β = 0.41 (CI: 0.28 to 0.54). This underscores the intervention’s efficacy in nurturing pupils’ internal capacities for direction, resilience, and meaning-making. These gains are particularly significant in Ghana’s basic schools, where traditional assessment methods often neglect these psychosocial aspects of learning. Moreover, a moderation analysis revealed that gender played a modest but significant role in moderating the effect of SEL on well-being. The interaction term between gender and SEL exposure was β = 0.19, p = .045, with a 95% CI ranging from 0.01 to 0.37. This suggests that female pupils may have derived slightly more well-being benefits from the intervention than their male counterparts. Such findings are consistent with existing literature indicating that girls tend to be more responsive to relational and emotional learning strategies. To understand the underlying mechanisms of the intervention’s effectiveness, a mediation analysis was conducted. The results indicated that self-awareness significantly mediated the relationship between SEL exposure and pupil well-being. The indirect effect was β = 0.23, p = .002, and the Sobel z-value was 3.01, indicating a significant mediation pathway. This supports the proposition that increased self-awareness an SEL core competency was a driving factor in the observed well-being improvements. It suggests that when pupils become more attuned to their thoughts, emotions, and behaviors, their psychological adjustment and satisfaction with life improve. Finally, the reliability of the well-being measurement tool (MHC–SF) used in the study was excellent, with a Cronbach’s alpha coefficient of 0.89. This level of internal consistency demonstrates that the scale was a reliable measure of well-being in this population and suitable for the Ghanaian educational context. This comprehensive analysis provides strong statistical and conceptual evidence that SEL-integrated assessment practices significantly and positively affect pupil well-being. Improvements were evident across emotional, social, and psychological domains, and were mediated by key SEL constructs like self-awareness. The findings suggest that embedding SEL in classroom assessments can play a transformative role in the development of holistic, emotionally resilient learners in basic schools across Ghana. (H₂): SEL-integrated assessment will significantly increase pupils’ academic engagement. Table 2 Impact of SEL-Integrated Assessment on Academic Engagement (Hypothesis 2) Statistical Test Outcome Variable F / β Value p-Value η² (Effect Size) Cohen’s d 95% CI (β) R² Interpretation ANCOVA Total Academic Engagement (SEI) F(1, 357) = 18.74 < .001** η² = 0.09 (medium) d = 0.61 — — SEL significantly enhanced overall academic engagement Linear Regression Group → Academic Engagement β = 0.45 < .001** — — [0.33, 0.56] R² = 0.26 Higher SEL exposure predicted greater engagement ANCOVA (Subscale) Cognitive Engagement F(1, 357) = 11.53 .001** η² = 0.06 d = 0.50 β = 0.37 [0.21, 0.52] — Improved strategic thinking and task focus ANCOVA (Subscale) Behavioral Engagement F(1, 357) = 10.01 .002** η² = 0.05 d = 0.47 β = 0.35 [0.20, 0.50] — Increased attendance, homework completion, and class participation ANCOVA (Subscale) Emotional/Affective Engagement F(1, 357) = 14.12 < .001** η² = 0.07 d = 0.55 β = 0.40 [0.25, 0.54] — Enhanced positive emotions toward learning environment ANCOVA (Subscale) Future Aspirations & Goals F(1, 357) = 9.83 .002** η² = 0.05 d = 0.45 β = 0.33 [0.17, 0.49] — Higher motivation related to academic and life goals ANCOVA (Subscale) Teacher–Pupil Relationships F(1, 357) = 12.67 < .001** η² = 0.06 d = 0.51 β = 0.38 [0.22, 0.53] — Greater trust and communication with teachers ANCOVA (Subscale) Peer Support for Learning F(1, 357) = 10.45 .001** η² = 0.05 d = 0.48 β = 0.36 [0.20, 0.51] — Stronger collaborative learning with classmates Reliability (α) SEI Total Score — — — — — — Cronbach’s α = 0.91 — excellent internal consistency Note: ANCOVA and regression analyses showed significant increases in total and subscale academic engagement following SEL-integrated assessment, with medium effect sizes (η² = .05–.09), moderate beta coefficients (β = .33–.45), and excellent reliability (α = .91). The analysis in Table 2 offers compelling empirical support for the hypothesis that SEL-integrated assessment strategies significantly increase pupils’ academic engagement across multiple dimensions. The omnibus ANCOVA analysis for the total academic engagement score, as measured by the Pupil Engagement Instrument (SEI), yielded a statistically significant result of F(1, 357) = 18.74, p < .001, indicating that pupils in the intervention group who were exposed to SEL-integrated assessments demonstrated notably higher engagement than those in the control group. The partial eta squared (η² = 0.09) indicates a medium effect size, suggesting that 9% of the variance in post-test engagement levels can be attributed to the intervention. Additionally, Cohen’s d = 0.61 points to a moderately strong practical impact, highlighting the meaningful educational significance of the intervention beyond statistical significance. This result was further supported by a linear regression analysis, which demonstrated that group membership (intervention vs. control) was a strong predictor of academic engagement scores. The regression yielded a standardized coefficient β = 0.45, p < .001, with a 95% confidence interval ranging from 0.33 to 0.56, indicating a consistently positive and significant effect. The R² value of 0.26 suggests that the SEL-integrated intervention accounted for 26% of the variability in academic engagement scores, a substantial contribution in the context of educational interventions. A more granular analysis using ANCOVA on the individual subscales of the SEI provided deeper insight into the specific facets of engagement affected by the intervention. Cognitive engagement, which includes deep learning strategies and persistence with challenging tasks, showed significant improvement with F(1, 357) = 11.53, p = .001, η² = 0.06, and d = 0.50. The corresponding regression coefficient was β = 0.37 [CI: 0.21, 0.52], suggesting that pupils in the SEL group were more strategically engaged and focused in their academic work. Behavioral engagement reflecting attendance, task completion, and classroom behavior also improved significantly. With F = 10.01, p = .002, η² = 0.05, and Cohen’s d = 0.47, it was evident that the SEL-integrated assessment promoted not just emotional and cognitive changes, but also observable behavioral improvements. The β value of 0.35 [CI: 0.20, 0.50] further supports this interpretation. One of the strongest impacts was seen in emotional or affective engagement, which measures the positive emotional connection pupils feel toward school and learning. The ANCOVA yielded F = 14.12, p < .001, with η² = 0.07 and Cohen’s d = 0.55, suggesting a robust emotional impact. The regression analysis further confirmed this with β = 0.40 [CI: 0.25, 0.54], underscoring that the SEL intervention effectively nurtured pupils’ enthusiasm and interest in the learning environment. The subscale of future aspirations and goal orientation also showed significant differences between the SEL and control groups, with F = 9.83, p = .002, η² = 0.05, and Cohen’s d = 0.45. This suggests that pupils exposed to SEL-integrated assessment practices became more motivated by their long-term academic and life goals. The associated β = 0.33 [CI: 0.17, 0.49] affirms that the intervention fostered higher levels of purpose and ambition. Moreover, teacher–pupil relationships, an often-overlooked but critical dimension of engagement, were significantly strengthened in the SEL group. Results showed F = 12.67, p < .001, η² = 0.06, and d = 0.51, with β = 0.38 [CI: 0.22, 0.53]. These findings suggest that pupils felt more supported, respected, and understood by their teachers as a result of SEL-oriented interactions embedded in assessment processes. Similarly, peer support for learning saw a notable enhancement, with F = 10.45, p = .001, η² = 0.05, and d = 0.48, and a regression coefficient of β = 0.36 [CI: 0.20, 0.51]. These results imply that SEL-based assessments not only cultivated individual engagement but also strengthened collaborative learning environments, where pupils could rely more on one another for academic support and shared success. Finally, the internal reliability of the SEI as a measure of academic engagement was confirmed to be excellent, with a Cronbach’s alpha of 0.91, indicating that the instrument was highly reliable for use in the Ghanaian context. Clearly, the SEL-integrated assessment model significantly boosted multiple dimensions of academic engagement among pupils. From heightened cognitive focus and task persistence to stronger emotional investment, goal-setting, and interpersonal relationships, the intervention demonstrated widespread and meaningful benefits. These findings suggest that embedding SEL into assessment is not only beneficial for social-emotional outcomes but is also a powerful strategy for improving pupil motivation, learning behaviors, and long-term academic orientation in resource-constrained educational settings. (H₃): SEL-integrated assessment will significantly increase pupils’ resilience Table 3 Effect of SEL-Integrated Assessment on Resilience (Hypothesis 3) Statistical Test Outcome Variable F / β Value p-Value η² (Effect Size) Cohen’s d 95% CI (β) R² Interpretation ANCOVA Total Resilience (CD-RISC-10) F(1, 357) = 10.45 .001** η² = 0.06 (medium) d = 0.49 — — SEL significantly enhanced overall resilience Linear Regression Group → Total Resilience β = 0.35 .001** — — [0.19, 0.50] R² = 0.21 SEL-integrated assessment predicted improved coping and emotional control ANCOVA (Subscale) Emotional Regulation F(1, 357) = 9.12 .003** η² = 0.05 d = 0.46 β = 0.33 [0.18, 0.48] — Greater ability to stay calm and manage emotions under stress ANCOVA (Subscale) Problem-Solving & Adaptability F(1, 357) = 8.74 .003** η² = 0.05 d = 0.45 β = 0.32 [0.16, 0.47] — Improved flexibility and resourcefulness in facing academic and social stressors ANCOVA (Subscale) Persistence / Hardiness F(1, 357) = 10.21 .001** η² = 0.06 d = 0.48 β = 0.36 [0.22, 0.51] — Increased perseverance despite academic difficulty ANCOVA (Subscale) Confidence Under Pressure F(1, 357) = 11.38 .001** η² = 0.06 d = 0.50 β = 0.38 [0.24, 0.53] — Enhanced belief in one’s ability to manage high-pressure classroom situations Reliability (α) CD-RISC-10 Total Score — — — — — — Cronbach’s α = 0.88 — strong internal consistency in Ghanaian pilot Note: ANCOVA and regression analyses indicated significant effects of SEL-integrated assessment on total resilience and its subcomponents, with medium effect sizes (η² = .05–.06), moderate beta values (β = .32–.38), and strong internal consistency (α = .88). The statistical results for Hypothesis 3 in Table 3 provide robust evidence that SEL-integrated assessment significantly increases pupils’ resilience, as measured through the CD-RISC-10 instrument and its subdomains. The ANCOVA comparing the intervention and control groups on total resilience scores produced a statistically significant result of F(1, 357) = 10.45, p = .001, with a partial eta squared (η²) of 0.06, indicating a medium effect size. This suggests that approximately 6% of the variance in resilience scores at post-test can be explained by the SEL-integrated assessment intervention. The corresponding Cohen’s d of 0.49 underscores the meaningful practical impact of the intervention, showing that pupils who underwent SEL-based assessment exhibited notably stronger resilience than their peers. Further support comes from the linear regression analysis, which revealed that group membership significantly predicted total resilience scores (β = 0.35, p = .001), with a 95% confidence interval ranging from 0.19 to 0.50, and a coefficient of determination R² = 0.21. This means that 21% of the variance in resilience could be attributed to the SEL-integrated assessment. These findings are particularly noteworthy in educational contexts like Ghana’s, where pupils often face both academic and socio-economic adversity. Breaking down resilience into subcomponents, ANCOVA tests on the Emotional Regulation subscale showed F = 9.12, p = .003, with an η² = 0.05, and Cohen’s d = 0.46, indicating a moderate but significant increase in pupils’ ability to remain emotionally stable in stressful academic situations. The regression coefficient (β = 0.33 [0.18, 0.48]) confirms that the SEL exposure helped pupils regulate emotions more effectively. For Problem-Solving and Adaptability, the results were also statistically significant (F = 8.74, p = .003, η² = 0.05, d = 0.45), suggesting that SEL strategies enhanced pupils’ capacity to think flexibly, evaluate challenges, and act resourcefully. The β = 0.32 [0.16, 0.47] confirms that the SEL framework promoted transferable life and learning skills that support resilience. The Persistence/Hardiness domain demonstrated an even stronger effect (F = 10.21, p = .001, η² = 0.06, d = 0.48), pointing to the role of SEL in encouraging sustained effort in the face of difficulty. The regression coefficient for this subscale was β = 0.36 [0.22, 0.51], further supporting the notion that pupils in the intervention group became more academically tenacious and emotionally durable. Similarly, the subscale measuring Confidence Under Pressure yielded F = 11.38, p = .001, with an effect size of η² = 0.06 and Cohen’s d = 0.50. Pupils exposed to SEL-integrated assessments reported a greater sense of self-efficacy and control in high-stress situations such as exams or presentations. This is reflected in the β = 0.38 [0.24, 0.53], indicating that the intervention successfully enhanced pupils’ belief in their ability to cope under pressure—a critical element of academic and life success. Lastly, the internal consistency of the resilience measure (CD-RISC-10) used in this study was strong, as reflected by a Cronbach’s alpha of 0.88 in the Ghanaian pilot context. This confirms the reliability of the scale in measuring pupil resilience. In conclusion, these findings strongly support Hypothesis 3. SEL-integrated assessment not only elevates pupils’ overall resilience but also fortifies specific capabilities such as emotional regulation, perseverance, adaptability, and performance under pressure. These are essential traits for learners navigating the complex demands of contemporary schooling, particularly in settings where structural disadvantages amplify emotional and academic challenges. (H₄): SEL-integrated assessment will significantly reduce pupils’ stress, anxiety, and depression Table 4 Effect of SEL-Integrated Assessment on pupils’ stress, anxiety, and depression (Hypothesis 4) Statistical Test Outcome Variable F / β Value p-Value η² / R² / β Cohen’s d 95% CI (β) Interpretation ANCOVA Total DASS-21 (Overall Distress) F(1, 357) = 12.78 < .001 η² = 0.07 (medium) d = 0.52 — SEL significantly reduced combined mental health symptoms Regression Group → Total Mental Health Score β = -0.37 < .001 R² = 0.19 — [-0.50, -0.24] SEL group had lower emotional distress compared to control ANCOVA (Subscale) Stress F(1, 357) = 10.83 .001 η² = 0.06 d = 0.49 β = -0.34 [-0.48, -0.20] Pupils in SEL classrooms felt less overwhelmed and tense ANCOVA (Subscale) Anxiety F(1, 357) = 11.67 .001 η² = 0.06 d = 0.50 β = -0.36 [-0.52, -0.21] Lowered anxious feelings and physiological arousal ANCOVA (Subscale) Depression F(1, 357) = 12.90 < .001 η² = 0.07 d = 0.52 β = -0.38 [-0.53, -0.23] Reduction in depressive symptoms and emotional withdrawal Moderation Analysis Resilience × Group → Mental Health β = -0.31 .004 R²Δ = 0.05 — [-0.52, -0.10] Resilience significantly moderated SEL impact on distress Reliability (α) DASS-21 Subscales (Stress, Anxiety, Depression) — — α = 0.84–0.89 — — Strong internal consistency in Ghanaian context Note: ANCOVA and regression results confirmed significant reductions in overall distress and subscale scores (stress, anxiety, and depression) due to SEL-integrated assessment, with medium effect sizes (η² = .06–.07), negative beta coefficients (β = –.34 to –.38), and strong scale reliability (α = .84–.89). The statistical results from Table 4 strongly support Hypothesis 4, which posits that SEL-integrated assessment significantly reduces pupils’ stress, anxiety, and depression three major indicators of poor mental health among school-aged youth. These findings are based on the DASS-21 scale and its subscales, assessed through ANCOVA, regression, and moderation analyses. Beginning with the overall mental health composite, the ANCOVA revealed a significant group difference, F(1, 357) = 12.78, p < .001, with a partial eta squared (η²) of 0.07, indicating a medium effect size. The corresponding Cohen’s d of 0.52 further illustrates that the SEL-integrated assessment had a practically meaningful impact in reducing emotional distress across the board. This means that pupils who were part of the SEL-informed assessment environment reported significantly lower combined symptoms of stress, anxiety, and depression compared to their peers in the control group. The linear regression analysis provided additional clarity: group membership significantly predicted total mental health outcomes, with a negative standardized beta coefficient (β = -0.37, p < .001). The 95% confidence interval for β was [-0.50, -0.24], indicating precision in the estimate, and the R² of 0.19 reveals that nearly 19% of the variance in pupils’ distress levels was explained by exposure to the SEL-based assessment approach. This substantial predictive value confirms the effectiveness of SEL in mitigating general emotional distress. When broken down into subcomponents, the ANCOVA analyses showed that SEL-integrated assessment significantly lowered each individual symptom cluster: For Stress, the ANCOVA yielded F = 10.83, p = .001, with η² = 0.06 and Cohen’s d = 0.49. The regression coefficient of β = -0.34 [CI: -0.48, -0.20] indicates that pupils exposed to SEL were less likely to feel overwhelmed, agitated, or physically tense. This suggests improved coping mechanisms and reduced physiological arousal in academic settings. The Anxiety subscale showed similarly compelling results, F = 11.67, p = .001, with η² = 0.06, d = 0.50, and β = -0.36 [CI: -0.52, -0.21]. These findings reflect a reduction in fear responses, nervousness, and hyperarousal, which are common among pupils under academic pressure. For Depression, the results were even stronger: F = 12.90, p < .001, η² = 0.07, and Cohen’s d = 0.52. The regression coefficient β = -0.38 [CI: -0.53, -0.23] indicates that pupils in the SEL group experienced lower levels of sadness, hopelessness, and withdrawal—emotions that can severely impair both academic and social functioning. Notably, the moderation analysis explored whether resilience influenced the relationship between SEL and mental health. The interaction term Resilience × Group was statistically significant (β = -0.31, p = .004, R²Δ = 0.05, CI: [-0.52, -0.10]), meaning that pupils with higher resilience benefited even more from SEL interventions. This interaction implies a buffering effect: resilient pupils in the SEL group showed the steepest declines in emotional distress. Such a finding aligns with the broader literature on protective factors in educational psychology, emphasizing that both individual strengths and contextual supports (like SEL) combine to shape outcomes. Finally, the DASS-21 instrument’s internal reliability was confirmed to be high in the Ghanaian sample, with Cronbach’s alpha values ranging from 0.84 to 0.89 across the subscales. This supports the validity of the findings and confirms that the tool functioned reliably in the local context. In sum, these results affirm that SEL-integrated assessments provide a powerful mechanism for reducing stress, anxiety, and depression among pupils. Beyond improving emotional and behavioral outcomes, the intervention particularly benefits resilient learners, offering them a psychologically safer and more supportive environment. This evidence positions SEL not only as an academic strategy but also as a crucial public mental health intervention in schools especially in high-pressure and resource-constrained educational systems like those in Ghana. Table 5 Intervention Impact Results Variable / Subscale Group Pre-Test M (SD) Post-Test M (SD) Mean Difference (Δ) 95% CI for Δ Cohen’s d η² (if ANCOVA) r (Pre–Post) Interpretation Well-Being (MHC–SF Total) Intervention 2.84 (0.61) 3.41 (0.56) + 0.57 [0.49, 0.65] 0.95 0.08 0.72 Significant improvement in overall well-being Control 2.80 (0.63) 2.88 (0.60) + 0.08 [− 0.01, 0.17] 0.13 — 0.68 No meaningful change Engagement (SEI Total) Intervention 3.02 (0.52) 3.56 (0.47) + 0.54 [0.45, 0.63] 1.04 0.10 0.76 Strong gains in academic engagement Control 3.01 (0.54) 3.12 (0.53) + 0.11 [0.02, 0.20] 0.20 — 0.70 Minor improvement • Cognitive Engagement Intervention 2.91 (0.55) 3.45 (0.50) + 0.54 [0.43, 0.65] 0.99 — 0.73 Increased task focus • Behavioral Engagement Intervention 3.13 (0.60) 3.62 (0.49) + 0.49 [0.38, 0.60] 0.87 — 0.68 Better classroom behavior • Affective Engagement Intervention 3.02 (0.62) 3.60 (0.53) + 0.58 [0.45, 0.71] 0.93 — 0.69 Greater emotional connection to school Resilience (CD-RISC-10) Intervention 2.89 (0.60) 3.37 (0.55) + 0.48 [0.39, 0.57] 0.86 0.06 0.71 Significant growth in resilience Control 2.86 (0.58) 2.93 (0.61) + 0.07 [− 0.02, 0.16] 0.12 — 0.66 No significant improvement Mental Health (DASS-21 Total) Intervention 3.05 (0.68) 2.47 (0.63) –0.58 [–0.68, − 0.48] –0.89 0.07 0.74 Strong reduction in psychological distress Control 3.01 (0.67) 2.95 (0.70) –0.06 [–0.15, 0.03] –0.09 — 0.68 No change • Stress Intervention 3.10 (0.66) 2.51 (0.60) –0.59 [–0.71, − 0.47] –0.91 — 0.73 Noticeable reduction in stress • Anxiety Intervention 2.98 (0.68) 2.44 (0.62) –0.54 [–0.66, − 0.42] –0.80 — 0.71 Decrease in anxiety symptoms • Depression Intervention 3.06 (0.69) 2.47 (0.64) –0.59 [–0.71, − 0.47] –0.85 — 0.75 Reduced depressive feelings Note : Significant post-test gains were observed in the intervention group across well-being, engagement (cognitive, behavioral, affective), and resilience measures (Cohen’s d = 0.86–1.04; η² = .06–.10), alongside reductions in mental health symptoms ( d = − 0.80 to − 0.91). Internal consistency was high (r = .68–.76), confirming intervention effectiveness. The findings presented in Table 5 offer compelling evidence of the positive impact of the SEL-integrated assessment intervention on multiple pupil outcomes. The results compare pre- and post-test scores for both the intervention and control groups across the domains of well-being, engagement, resilience, and mental health. Statistical indicators including mean difference (Δ), effect sizes (Cohen’s d), ANCOVA partial eta squared (η²), and correlation coefficients (r) show consistently strong effects in the intervention group, whereas the control group exhibited minimal to no significant change. Starting with well-being as measured by the MHC–SF, pupils in the intervention group showed a substantial increase from M = 2.84 (SD = 0.61) at pre-test to M = 3.41 (SD = 0.56) at post-test. The mean difference of + 0.57 was statistically meaningful, supported by a 95% confidence interval of [0.49, 0.65], a large effect size (Cohen’s d = 0.95), and η² = 0.08, indicating a medium impact attributable to the intervention. The pre–post correlation of r = 0.72 further reflects stable and internally consistent improvement over time. In contrast, the control group’s mean change was only + 0.08, with a negligible effect size (d = 0.13) and a confidence interval that included zero, suggesting no significant improvement. A similar pattern emerged for academic engagement, measured with the SEI. Intervention pupils improved from M = 3.02 to 3.56, a mean gain of + 0.54 with a very large effect size (d = 1.04) and η² = 0.10. The pre–post correlation (r = 0.76) indicates that these gains were not random but consistently sustained. The control group again showed only a minor change (+ 0.11, d = 0.20), lacking substantial educational significance. Within engagement subdomains: Cognitive Engagement rose by + 0.54, with a d = 0.99 and r = 0.73, reflecting increased strategic thinking and focus. Behavioral Engagement increased by + 0.49 (d = 0.87), suggesting better attendance, participation, and classroom behavior. Affective Engagement improved by + 0.58 (d = 0.93), reflecting stronger emotional attachment to school and learning environments. Regarding resilience as assessed by the CD-RISC-10, the intervention group’s mean increased from 2.89 to 3.37, a mean gain of + 0.48 with d = 0.86, η² = 0.06, and r = 0.71, all of which point to robust and statistically meaningful growth in pupils’ ability to cope with stress and adapt to challenges. The control group, by comparison, registered a negligible change (+ 0.07, d = 0.12). The impact on mental health, measured via the DASS-21, was also pronounced. Pupils in the intervention group experienced a decrease in overall psychological distress from M = 3.05 to 2.47, a mean reduction of − 0.58, with a large negative effect size (d = − 0.89) and η² = 0.07, demonstrating that the intervention had a meaningful role in improving emotional well-being. The correlation of r = 0.74 further supports the consistency of these effects. In contrast, the control group exhibited virtually no change (–0.06, d = − 0.09). Breaking this down further into subcomponents: Stress levels dropped significantly in the intervention group by − 0.59 (d = − 0.91, r = 0.73), indicating reduced tension and overwhelm. Anxiety symptoms fell by − 0.54 (d = − 0.80), showing decreased physiological arousal and worry. Depression decreased by − 0.59 (d = − 0.85, r = 0.75), reflecting improvements in mood and motivation. Overall, these results demonstrate that the SEL-integrated assessment not only improved positive psychological traits (well-being, engagement, and resilience) but also substantially reduced negative emotional states (stress, anxiety, and depression). The consistently large effect sizes, meaningful confidence intervals, and strong reliability metrics reinforce the effectiveness and generalizability of the intervention within the Ghanaian educational context. The control group’s stagnant scores across all domains further underscore the critical role of SEL-infused assessment as a transformative practice for fostering holistic pupil development. Discussion The findings from the current study provide strong empirical support for the four hypotheses that guided the investigation into the impact of Social and Emotional Learning (SEL)-integrated assessment on key pupil outcomes: well-being, engagement, resilience, and mental health. The results demonstrate that embedding SEL principles into classroom assessment practices can significantly enhance pupils’ psychosocial and academic development, a finding that is both theoretically grounded and empirically validated by contemporary research. The results from Table 1 demonstrated that pupils who participated in the SEL-integrated assessment intervention exhibited a statistically and practically significant enhancement in their overall well-being, as measured by the Mental Health Continuum–Short Form (MHC–SF). Specifically, the intervention group showed a substantial increase in well-being scores from pre- to post-test, with a mean difference of + 0.57 (95% CI: [0.49, 0.65]), a large effect size (Cohen’s d = 0.95), and a medium partial eta squared (η² = 0.08). These robust metrics reflect a meaningful impact of the intervention on pupils’ mental health and emotional functioning. In contrast, the control group showed only a negligible improvement (+ 0.08, d = 0.13), suggesting that typical assessment practices may not significantly influence psychological well-being. These findings reinforce the theoretical and empirical literature highlighting the transformative potential of SEL in promoting positive youth development. [ 63 ], in a landmark meta-analysis of 82 school-based SEL programs involving over 97,000 pupils, found that SEL interventions were associated with improved mental health outcomes, including increased life satisfaction, emotional regulation, and reduced internalizing problems. Likewise, [43; 64; 65] assert that assessment frameworks that integrate emotional intelligence, goal setting, and self-reflection support the psychological needs of autonomy, relatedness, and competence core tenets of self-determination theory [55; 1; 52]. These practices not only evaluate academic progress but also nurture a sense of self-worth, resilience, and optimism in learners. The intervention’s specific focus on self-awareness, emotional regulation, and relationship skills likely contributed to pupils’ improved subjective well-being. This is particularly relevant in the Ghanaian educational context, where high-stakes assessments have often been critiqued for neglecting pupil emotional health [2; 1; 64]. By aligning assessments with SEL competencies, the intervention appears to have created a more emotionally attuned and supportive learning climate one that prioritizes pupils’ holistic development rather than solely cognitive outcomes. These results underscore the importance of redesigning assessment paradigms to be not only equitable and inclusive but also emotionally responsive and developmentally appropriate. As shown in Table 2 , SEL-integrated assessment had a strong impact on various dimensions of academic engagement, including cognitive, behavioral, affective, future aspirations, peer support, and teacher–pupil relationships. The total SEI scores for the intervention group rose significantly (mean difference = + 0.54, Cohen’s d = 1.04), with medium to large effect sizes across subscales. This aligns with research by [55; 53; 58], who demonstrated that classrooms with emotionally supportive climates yielded higher levels of academic engagement. Furthermore, the study by [13;10;16] confirmed that relational-based assessment practices strengthen pupil participation and academic interest. The gains in peer and teacher relationships also mirror findings from [10; 19], who noted that social bonding in school fosters sustained academic motivation. Table 3 results revealed that SEL-integrated assessment significantly enhanced pupils’ resilience, with improvements in emotional regulation, problem-solving, persistence, and confidence under pressure. The total CD-RISC-10 score increased by + 0.48 (Cohen’s d = 0.86), and the medium effect size (η² = 0.06) underscores the robustness of these findings. These outcomes are consistent with empirical studies such as the work by [9; 1], which showed that pupils who participate in SEL programs develop stronger coping mechanisms and adaptability skills. [15; 56] also emphasized that structured classroom practices that integrate emotional skills training can act as protective factors against stress and adversity. The results also echo findings from Ungar (2011), who highlighted the role of school-based relational resilience in youth development. The results in Table 4 clearly show that pupils exposed to SEL-integrated assessment exhibited significantly lower scores on the DASS-21, including its subcomponents of stress, anxiety, and depression. The intervention group showed a mean reduction of − 0.58 in overall mental distress (Cohen’s d = − 0.89), with consistent decreases in stress (–0.59), anxiety (–0.54), and depression (–0.59), all with large effect sizes. These findings are supported by research from [30; 13; 38], who found that SEL programs significantly reduce internalizing symptoms among school-aged children. Moreover, [19; 28; 29] found that integrating SEL in classrooms led to improved cortisol regulation, indicative of reduced stress levels. The moderation analysis showing resilience as a buffer against distress further confirms the interplay between emotional competence and mental health, supporting findings by [28; 30; 66]. In summary, all four hypotheses received empirical support through statistically significant findings and meaningful effect sizes. These results are consistent with a large body of SEL research, suggesting that when assessments are designed to be emotionally intelligent, pupil-centered, and relationship-driven, they can yield holistic educational benefits. SEL-integrated assessment is not merely a pedagogical enhancement but a foundational strategy for promoting the cognitive, emotional, and psychological development of learners. Future studies should explore longitudinal impacts and contextual adaptations to scale such interventions across diverse educational settings. Conclusion This study set out to examine the impact of Social and Emotional Learning (SEL)-integrated assessment practices on pupil well-being, academic engagement, resilience, and mental health outcomes in basic education settings in Ghana. Drawing on robust statistical analyses, including ANCOVA, regression, moderation, mediation, and pre–post intervention comparisons, the findings provide compelling evidence that embedding SEL principles into assessment practices yields significant psychosocial and academic benefits for learners. Across all four hypotheses, pupils who experienced SEL-informed assessment practices demonstrated significantly higher levels of psychological well-being, stronger academic engagement across cognitive, behavioral, and affective domains, enhanced resilience including emotional regulation and persistence under pressure and marked reductions in stress, anxiety, and depressive symptoms. Effect sizes were consistently moderate to large, and the interventions showed strong internal consistency and replicability, suggesting that these results are not only statistically significant but also practically meaningful in the educational context. The moderated effects, particularly by gender and resilience levels, further highlight the nuanced ways in which SEL interacts with individual learner characteristics to produce differential outcomes. Moreover, the mediation analysis confirmed that self-awareness a core SEL competency served as a mechanism through which assessment influenced well-being, indicating the importance of targeting specific SEL domains within pedagogical design. Taken together, the study offers timely and actionable insights for policymakers, curriculum developers, and educators. It underscores the transformative potential of reimagining assessment not merely as a tool for measuring learning, but as a lever for enhancing holistic pupil development. In contexts like Ghana, where exam-oriented systems dominate, these findings advocate for a shift toward more inclusive, human-centered approaches to teaching and assessment. Recommendations Based on the compelling evidence generated from this study, it is recommended that educational policymakers in Ghana and similar contexts formally incorporate Social and Emotional Learning (SEL) competencies into national curriculum and assessment frameworks. The integration of SEL into classroom assessments particularly formative and reflective assessments—should be promoted as a means of supporting both academic outcomes and pupil well-being. Curriculum developers and teacher training colleges should prioritize the development of assessment tools and rubrics that align with SEL domains such as self-awareness, emotional regulation, relationship-building, and responsible decision-making. Furthermore, schools and education directorates should invest in sustained professional development programs to equip teachers with the skills to design and implement SEL-informed assessments effectively. These capacity-building efforts should not only focus on pedagogical techniques but also include modules on teacher empathy, trauma-informed teaching, and mental health awareness. Such interventions will ensure that SEL is not treated as an add-on but is embedded in the core instructional and evaluative practices of educators. School leaders should also establish supportive school climates that reinforce the SEL competencies being assessed, thus fostering consistency between classroom instruction, assessment, and school-wide culture. Finally, it is recommended that ministries of education and research institutions support further longitudinal and context-specific studies on the effects of SEL-integrated assessments, especially in under-resourced and rural schools. Evaluative frameworks should be developed to monitor the impact of these assessments on dropout rates, psychosocial resilience, gender equity, and inclusive education goals. By embedding SEL-informed assessment into national education quality assurance systems, stakeholders can ensure that learning environments are not only academically rigorous but also emotionally nurturing and socially responsive. Implications for Practice The findings from this study have significant implications for educational practice, particularly within basic schools in Ghana and similar low- to middle-income contexts. First, the results suggest a pressing need for curriculum and assessment reform. Educational authorities such as the Ghana Education Service and the National Council for Curriculum and Assessment (NaCCA) should consider embedding Social and Emotional Learning (SEL) competencies into national assessment frameworks. Rather than treating assessment purely as a measure of cognitive attainment, this study reinforces the idea that assessment can be a developmental tool to nurture emotional intelligence, well-being, and interpersonal skills in learners. Secondly, the study underscores the critical role of teacher professional development in operationalizing SEL-integrated assessment. Teachers require targeted training to acquire the knowledge and skills needed to assess not just what students know, but how they feel, cope, and engage. Integrating SEL into pre-service teacher training and continuous professional development programs would enable educators to create more inclusive, empathetic, and emotionally responsive classrooms. Such training should emphasize relational pedagogy, formative assessment strategies, emotional literacy, and culturally grounded SEL techniques that resonate with Ghanaian learners. Additionally, the study has implications for school-based mental health promotion. The documented reductions in pupil stress, anxiety, and depression demonstrate that classroom-based SEL-integrated assessments can serve as low-cost, non-clinical interventions to support mental wellness. Mental health professionals, including school counselors and educational psychologists, should collaborate with classroom teachers to develop assessment routines that foster emotional safety, self-awareness, and resilience in pupils. Embedding mental health support within everyday teaching and learning processes also helps reduce stigma and ensures timely psychosocial support. The study also brings to light the issue of equity and inclusion in assessment. Traditional, high-stakes testing environments often disadvantage pupils who are emotionally vulnerable or who do not thrive under pressure. SEL-integrated assessment offers a more equitable and student-centered approach by valuing diverse learner strengths, acknowledging socio-emotional contexts, and encouraging self-reflection and peer support. This aligns with Sustainable Development Goal (SDG) 4.7, which promotes inclusive and equitable education that supports learners’ holistic development. Moreover, the strong moderating effect of resilience on mental health outcomes in the study emphasizes the importance of building resilience as a deliberate pedagogical goal. Teachers should incorporate daily practices that promote coping skills, adaptability, emotional regulation, and a growth mindset. These skills can help pupils navigate academic and social challenges more effectively, particularly in contexts of adversity or resource scarcity. Finally, the study suggests that successful implementation of SEL-integrated assessment requires supportive policy environments and adequate resource allocation. Policymakers must design national guidelines and incentives to encourage the adoption of emotionally intelligent teaching. Investments in SEL tools, culturally relevant learning materials, classroom observation instruments, and teacher support systems are essential to ensure scalability and sustainability. Overall, this study affirms that integrating SEL into assessment is not a peripheral innovation, but a transformative strategy that can shape the future of basic education in Ghana and beyond. Limitations of the Study One key limitation of this study lies in its quasi-experimental design, which, although robust in detecting differences between intervention and control groups, lacks the full rigor of randomized controlled trials (RCTs). The non-random assignment of participants may introduce selection bias, where differences in baseline characteristics could have influenced the observed outcomes despite statistical adjustments. While the use of ANCOVA helped control for pre-test differences, causality cannot be firmly established. Future research employing true experimental designs across multiple regions would enhance the internal validity of the findings. Secondly, the generalizability of the findings may be limited due to the specific context of the study, which was conducted within selected public basic schools in Ghana. Cultural, linguistic, and socio-economic factors unique to the Ghanaian educational system may influence how SEL is perceived, implemented, and experienced by pupils and teachers. As such, the findings may not be directly transferable to other educational systems without contextual adaptation. Further cross-cultural validation is needed to determine the extent to which similar outcomes can be expected in other sub-Saharan African or low- and middle-income country contexts. Another limitation pertains to the reliance on self-reported data for key constructs such as well-being, academic engagement, resilience, and mental health. While standardized and validated instruments were employed, self-report measures are inherently susceptible to social desirability bias and individual interpretation of items. Additionally, teacher- or observer-rated data could have complemented the quantitative results to provide a more triangulated perspective. Future studies should consider a mixed-methods approach to capture a more holistic understanding of how SEL-integrated assessment impacts learners in diverse classroom environments. Abbreviations • SEL Social and Emotional Learning • MHC SF –Mental Health Continuum–Short Form • SEI Pupil Engagement Instrument • CD RISC – 10 –Connor–Davidson Resilience Scale–10 Item Version • DASS 21 –Depression, Anxiety, and Stress Scale–21 Items • CI Confidence Interval • η² Partial Eta Squared (effect size) • SDG Sustainable Development Goal • UEW University of Education, Winneba • WHO World Health Organization Declarations Ethics Approval and Consent to Participate This study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki and received approval from the Institutional Review Board (IRB) of the University of Education, Winneba. Given that all participants were school-aged children between 10 and 15 years, additional ethical safeguards were implemented to protect the rights and well-being of minors. Official permissions were obtained from the Ghana Education Service and the respective school authorities. Prior to data collection, informed consent was secured from parents or legal guardians , and assent was obtained from all participating pupils under the age of 18 . The study team provided age-appropriate explanations of the research purpose, procedures, potential risks, and benefits. Participation was voluntary, and pupils were informed of their right to withdraw from the study at any time without facing any academic or social consequences. All data were anonymized, securely stored, and treated as confidential to uphold participants’ privacy and dignity. Consent for Publication Not applicable. The study did not involve identifiable personal data, images, or multimedia content requiring publication consent. Availability of Data and Materials Data supporting the findings of this study are available from the corresponding author, Simon Ntumi, upon reasonable request. Due to ethical considerations and protection of participant privacy, raw datasets will not be shared publicly. Access will be granted following UEW’s ethical review protocols. Competing Interests The authors declare no competing interests. The study was independently designed, executed, and reported without external influence. Funding This research was entirely self-funded. No external grants, sponsorships, or institutional funds were received, ensuring the objectivity and independence of the study. Acknowledgments The authors extend deep appreciation to the pupils who participated in the study. Sincere thanks are also due to the school heads, research assistants, and field officers who supported data collection and logistics. Appreciation is given to the Departments of Educational Foundations and Counselling Psychology at the University of Education, Winneba, for their technical and administrative support. Clinical Trial Number Not applicable. Authors’ Contributions Simon Ntumi conceptualized the study, led the research design, supervised data collection, performed the main statistical analyses, and drafted the manuscript. Courage Kodzo Kwaku contributed to the design of the intervention model, coordinated fieldwork activities, and supported data interpretation and literature review. Kofi Agyemang assisted in adapting and validating the measurement instruments for the Ghanaian context, managed data quality assurance, and contributed to editing the manuscript. Benjamin Nyarko facilitated participant recruitment and school liaison, assisted with ethical approval processes, and contributed to the discussion and policy implications sections. All authors reviewed and approved the final manuscript and are accountable for the integrity and accuracy of the content. References Airin, P. & Md Sharif, K. Integrating Social-Emotional Learning (SEL) into Early Childhood Curriculum. Am. J. Pediatr. Med. Health Sci. 3 (5), 37–49 (2025). 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6901638","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":506459245,"identity":"ee704a7e-1b6a-4eb9-95d8-1c2ea60d2fc2","order_by":0,"name":"Simon Ntumi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAv0lEQVRIiWNgGAWjYNACAxsIzQNiE1bODFKWRrIWhsMkaJGf3X9M6kbB+cR+iQTGB2/bGOy2E9JicOcwm3SOwe3EmTMSmA3ntjEk72wgpEUiGaJlw+0ENmleoBaDA4QcNgOs5Vzi/tsJ7L+J0sJwA6zlQOIG6QQ2ZqAWO4JaDG4kG1vnGCQbz7j/sFlyzjmJBCIclvjwds4fO9n+nsMHP7wps7En7DAEYGwAEhKJDcTrgAJ7knWMglEwCkbBsAcAdVc9xofsEDAAAAAASUVORK5CYII=","orcid":"","institution":"University of Education, Winneba (UEW)","correspondingAuthor":true,"prefix":"","firstName":"Simon","middleName":"","lastName":"Ntumi","suffix":""},{"id":506459246,"identity":"a81b8e9b-28b5-413f-a723-ab95ec401f8a","order_by":1,"name":"Courage Kodzo Kwaku","email":"","orcid":"","institution":"University of Education, Winneba (UEW)","correspondingAuthor":false,"prefix":"","firstName":"Courage","middleName":"Kodzo","lastName":"Kwaku","suffix":""},{"id":506459247,"identity":"3a99735b-5913-4a0b-b61c-6aa29c93585c","order_by":2,"name":"Kofi Agyemang","email":"","orcid":"","institution":"University of Education, Winneba (UEW)","correspondingAuthor":false,"prefix":"","firstName":"Kofi","middleName":"","lastName":"Agyemang","suffix":""},{"id":506459248,"identity":"883e48c9-f003-4854-8d55-9d57981c13f3","order_by":3,"name":"Benjamin Nyarko","email":"","orcid":"","institution":"Bagabaga College of Education","correspondingAuthor":false,"prefix":"","firstName":"Benjamin","middleName":"","lastName":"Nyarko","suffix":""}],"badges":[],"createdAt":"2025-06-16 05:08:10","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6901638/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6901638/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1038/s41598-025-33328-5","type":"published","date":"2025-12-22T15:58:14+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":99172373,"identity":"51450133-4518-495f-8773-6793ea237929","added_by":"auto","created_at":"2025-12-29 16:08:29","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1696766,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6901638/v1/ee48c2a7-5a69-4cc9-b958-fa7dc8c38751.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Assessing What Matters: Integrating Social-Emotional Learning (SEL) Competencies into Classroom Assessment to Promote Pupil Well-Being, Academic Engagement, Resilience, and Mental Health (Stress, Anxiety, and Depression) in Basic Schools in Ghana","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn recent years, the educational landscape both globally and within Ghana has witnessed a paradigmatic shift in the understanding of what constitutes meaningful learning [52; 1; 15; 27]. Increasingly, there is a growing recognition that education must go beyond the narrow confines of cognitive development and academic achievement to address the broader developmental needs of the learner [23; 44; 26]. This shift has ushered in a renewed focus on educating the “whole child,” an approach that emphasizes the interconnectedness of cognitive, social, emotional, and mental dimensions of pupil growth. Central to this holistic vision is Social-Emotional Learning (SEL\u003cb\u003e)\u003c/b\u003e, which has gained global prominence as a structured framework for cultivating key intra- and interpersonal competencies in learners. SEL promotes critical life skills such as self-awareness, emotional regulation, empathy, effective communication, goal-setting, and responsible decision-making skills deemed foundational for success in school and life [37; 40; 47]. Empirical evidence underscores the importance of SEL not only in enhancing academic performance but also in nurturing long-term resilience and mental well-being among learners, particularly children and adolescents growing up in challenging environments [25; 17; 24; 15; 31]. These competencies have been shown to improve classroom behavior, foster positive relationships, reduce emotional distress, and build pupils’ capacity to cope with adversity and thrive socially and academically. SEL’s growing relevance is further affirmed by its alignment with the United Nations’ Sustainable Development Goal (SDG) 4, which advocates for inclusive, equitable, and quality education that promotes lifelong learning opportunities and social-emotional preparedness [17; 15; 52; 5].\u003c/p\u003e\u003cp\u003eIn the context of Ghana, however, implementing such holistic educational frameworks faces considerable challenges. Basic school pupils in Ghana are often exposed to a constellation of stressors that threaten their emotional security and academic continuity. These include but are not limited to persistent poverty, parental neglect, family instability, exposure to violence, food insecurity, and rigid disciplinary practices, including corporal punishment [2; 3; 1; 21; 32]. Compounding these factors is the nation’s exam-driven education culture, where performance in high-stakes examinations is often prioritized over creativity, critical thinking, emotional growth, and psychological well-being. In this pressure-laden environment, children frequently experience heightened levels of school-related stress, anxiety, fear of failure, and in some instances, symptoms of depression and learned helplessness [62; 16; 14; 20; 45]. Despite these realities, Ghana’s classroom assessment practices remain predominantly anchored in traditional paradigms that privilege rote memorization, factual recall, and summative evaluation. Such practices pay scant attention to the emotional and social dimensions of learning or to the cultivation of non-cognitive skills that are crucial for well-rounded development [6; 51; 62; 22]. Teachers are rarely trained or equipped to assess pupils’ emotional competencies or to recognize mental health red flags during instruction. As a result, opportunities to identify vulnerable pupils, offer timely support, or promote resilience and positive coping mechanisms through assessment are often missed. This disconnect between educational practices and the lived experiences of learners necessitates a critical reassessment of how, what, and why we assess in Ghana’s basic schools. Expanding the scope of classroom assessment to incorporate SEL provides a promising pathway to addressing these gaps. By recognizing pupils’ emotions, social relationships, and mental health as legitimate domains of learning and evaluation, educators can create supportive learning environments that foster not just academic success, but holistic human development.\u003c/p\u003e\u003cp\u003eThe well-being of pupils is increasingly being recognized as a critical outcome and enabler of quality education. Pupil well-being encompasses multiple dimensions including emotional, psychological, social, and physical aspects that contribute to a learner’s overall life satisfaction and functioning both within and beyond the school environment [14; 12; 59]. A growing body of research affirms that pupils who feel safe, emotionally supported, and valued at school are more likely to demonstrate higher levels of academic motivation, sustained engagement, and adaptive coping mechanisms [10; 11]. In contrast, environments that neglect pupils’ emotional and mental needs may foster disengagement, absenteeism, and poor academic performance. Academic engagement, defined as the degree of attention, curiosity, interest, and passion that pupils show when they are learning, is deeply connected to their emotional state and the quality of relationships they have with teachers and peers [14; 19; 20; 61]. In Ghanaian basic schools, where learning environments can be highly competitive and examination-driven, many pupils struggle to remain engaged, particularly when faced with high levels of stress and limited psychosocial support. Moreover, disciplinary cultures in some schools characterized by harsh punishments, rigid hierarchies, and authoritarian classroom management can alienate learners and reduce their intrinsic motivation to learn [1; 7; 8; 12; 60]. Closely linked to engagement is the concept of resilience, which refers to a pupil’s ability to adapt positively and recover from adversity, trauma, or significant sources of stress. Resilient pupils are not immune to hardship but are better equipped with internal resources such as emotional regulation and problem-solving skills and external support systems, including affirming relationships with teachers and peers [53; 42; 1]. Social-Emotional Learning (SEL) has been identified as a key lever in building resilience among school-aged children. When SEL is integrated into the classroom, pupils learn how to recognize and manage their emotions, set realistic goals, handle interpersonal conflict constructively, and bounce back from setbacks all of which are fundamental for resilience [50; 58; 1; 35].\u003c/p\u003e\u003cp\u003eA critical barrier to both engagement and resilience in Ghanaian schools is the rising incidence of mental health challenges among pupils, notably stress, anxiety, and depression. Stress in school-aged children can stem from multiple sources academic pressure, fear of failure, peer bullying, family instability, or hunger and has been shown to impair memory, concentration, and executive functioning [1; 2; 18]. Chronic academic stress may evolve into anxiety, which manifests in forms such as test anxiety, social anxiety, or generalized worry. This, in turn, may lead to depressive symptoms, including feelings of worthlessness, fatigue, withdrawal from social interactions, and a loss of interest in previously enjoyable activities [12; 10; 36]. While data on pupil mental health in Ghana is limited, emerging studies suggest a troubling trend. For example, [24; 20; 19] found that a significant number of school-going adolescents in urban Ghana exhibited symptoms of depression and anxiety, yet lacked access to any form of mental health support within their schools. Compounding this challenge is the pervasive stigma surrounding mental health in many Ghanaian communities, which discourages open dialogue and prevents early identification and intervention [9; 3; 5; 38; 41]. In rural and underserved areas, the problem is exacerbated by a lack of trained counselors, absence of school-based psychological services, and inadequate teacher preparation in recognizing signs of mental distress. Importantly, classroom assessment practices offer a potential entry point for addressing these interrelated issues. When reimagined through a social-emotional lens, assessments can become tools not just for academic evaluation but for identifying pupil strengths, emotional states, and areas of psychosocial need. Formative assessments, portfolios, reflective journals, peer assessments, and teacher-pupil conferences can be designed to include indicators of well-being, motivation, resilience, and emotional expression. Teachers who are trained in SEL-based assessment practices can identify early warning signs of distress, initiate appropriate referrals, and provide supportive feedback that promotes both academic growth and emotional safety [33; 56; 27; 1]. Clearly, promoting pupil well-being, academic engagement, and resilience while addressing mental health challenges such as stress, anxiety, and depression must become central goals of Ghana’s basic education system. The integration of SEL into assessment practices is not a peripheral concern but a strategic necessity if schools are to serve as spaces for holistic development, equity, and empowerment.\u003c/p\u003e\u003cp\u003eNotwithstanding growing global recognition of the importance of Social-Emotional Learning (SEL) in promoting holistic pupil development, its integration into classroom assessment practices remains limited in many educational systems in Sub-Saharan Africa, including Ghana. Current assessment frameworks in Ghanaian basic schools are overwhelmingly focused on academic achievement, particularly performance in high-stakes examinations. This emphasis on rote learning and cognitive recall often neglects the emotional, psychological, and social development of learners [2; 4; 43]. As a result, non-cognitive competencies such as emotional regulation, resilience, empathy, and stress management are neither explicitly taught nor assessed, despite being critical to pupils’ long-term academic and personal success. Furthermore, while there is increasing evidence globally that SEL contributes to improved pupil outcomes including academic engagement, classroom behavior, and mental health there is a significant lack of empirical research in the Ghanaian context examining how SEL can be systematically integrated into classroom assessments to address the growing incidence of stress, anxiety, and depression among pupils [25; 15; 37; 46]. Existing school-based mental health interventions in Ghana are sparse, fragmented, and often external to the core teaching and learning process. Teachers are seldom trained to identify or respond to pupils’ emotional needs, and assessment tools that include SEL indicators are virtually nonexistent within the basic education curriculum. Moreover, while global frameworks such as the OECD’s Learning Compass 2030 and SDG 4.7 emphasize the importance of educating for well-being, inclusion, and global citizenship, these priorities have not been adequately localized or translated into Ghana’s assessment policy and classroom practices [48; 54; 57]. There remains a critical research and practice gap concerning how classroom assessment can be reimagined not just as a tool for academic measurement, but as a mechanism for promoting pupil well-being, emotional resilience, and mental health. This gap is particularly concerning in light of the increasing levels of school-related stress, examination pressure, and emotional distress reported among Ghanaian pupils, particularly those from marginalized or disadvantaged backgrounds. Without targeted efforts to assess and support pupils’ social and emotional competencies, the basic education system risks overlooking the very conditions that enable meaningful learning and long-term success. Thus, the problem this study sought to address is the lack of integration of Social-Emotional Learning competencies into classroom assessment practices in Ghana’s basic schools, and how this omission affects pupil well-being, academic engagement, resilience, and mental health outcomes. The study aims to bridge this gap by investigating the potential of SEL-informed assessment approaches to foster more supportive and developmentally responsive learning environments in Ghana.\u003c/p\u003e\n\u003ch3\u003eHypothesis\u003c/h3\u003e\n\u003cp\u003e\u003cb\u003eH₁: SEL-Based Assessment and Pupil Well-Being\u003c/b\u003e: There is a statistically significant positive relationship between the use of Social-Emotional Learning (SEL)-integrated classroom assessment practices and pupils’ overall well-being, such that classrooms incorporating reflective, feedback-rich, and emotionally supportive assessments enhance pupils’ emotional, psychological, and social well-being in basic schools in Ghana.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH₂: SEL Assessment and Academic Engagement\u003c/b\u003e: SEL-infused classroom assessment strategies such as formative feedback, self-assessment, and peer collaboration are significantly associated with increased cognitive, behavioral, and affective engagement among basic school pupils, mediated by pupils’ perceived emotional safety and autonomy in the learning environment.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH₃: SEL Assessment and Resilience\u003c/b\u003e: Pupils who are regularly exposed to SEL-oriented assessments that promote emotional self-awareness, goal setting, and constructive teacher feedback will demonstrate significantly higher resilience capacities manifested in improved emotional regulation, adaptive coping, and perseverance in the face of academic challenges.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH₄: SEL Assessment and Mental Health (Stress, Anxiety, Depression)\u003c/b\u003e: The integration of SEL competencies into classroom assessment is inversely associated with symptoms of school-related stress, test anxiety, and depressive affect, with pupil resilience acting as a moderating variable that buffers the impact of academic pressures on mental health outcomes\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003cdiv id=\"Sec4\" class=\"Section3\"\u003e\u003c/div\u003e\u003c/div\u003e\n\n\n\n\n\n\n\n"},{"header":"Methods","content":"\u003ch2\u003eResearch Design\u003c/h2\u003e\u003cp\u003eThis study employed a quasi-experimental design with a pre-test/post-test control group format to evaluate the impact of integrating Social-Emotional Learning (SEL) competencies into classroom assessment practices on four key pupil outcomes: well-being, academic engagement, resilience, and mental health (specifically stress, anxiety, and depression). The quasi-experimental design was chosen due to ethical and logistical constraints associated with random assignment at the individual pupil level in real-world school settings. This approach, though lacking full randomization, enabled the researchers to compare outcomes between a treatment group (exposed to SEL-integrated assessment practices) and a control group (exposed to traditional assessment methods), thus establishing a causal link with reasonable internal validity [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. The pre-test/post-test structure allowed for the collection of baseline (Time 1) and follow-up (Time 2) data, enabling the researchers to observe changes over the course of the intervention. This design helped to control for initial group differences and to isolate the effect of the intervention on the outcome variables [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. The structure was especially appropriate for a school-based study where random allocation is often constrained by administrative and policy considerations. Furthermore, this design supported the use of Analysis of Covariance (ANCOVA) to statistically control for pre-intervention scores, thereby improving the precision of the treatment effect estimates.\u003c/p\u003e\u003ch3\u003eResearch Approach\u003c/h3\u003e\u003cp\u003eA quantitative research approach was adopted to facilitate empirical measurement and statistical analysis of the intervention’s impact. This approach allowed for the testing of the formulated hypotheses and the identification of statistically significant relationships among key constructs: SEL-integrated assessment practices (independent variable) and pupil well-being, academic engagement, resilience, and mental health outcomes (dependent variables). The quantitative approach was guided by positivist assumptions that knowledge can be objectively measured and generalized [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Standardized, validated psychometric instruments were used to collect numeric data both before and after the intervention. These instruments were selected based on their proven reliability, construct validity, and appropriateness for child and adolescent populations in educational and psychological research [16; 63]. Moreover, the approach supported the use of inferential statistics such as regression analysis, t-tests, and ANCOVA, which are suitable for comparing group means and testing moderation or mediation effects across pupil subgroups [49; 67]. Informed by prior school-based SEL interventions and mental health evaluation studies, the quantitative approach was ideal for determining not only whether SEL-integrated assessments made a statistically significant difference, but also the magnitude and direction of their effects. This aligns with global best practices in impact evaluation research in education and mental health domains.\u003c/p\u003e\u003ch3\u003ePopulation and Sampling\u003c/h3\u003e\u003cp\u003eThe target population for this study consisted of basic school pupils in Ghana, specifically those in upper primary (Primary 4–6) and lower junior high school (JHS 1–2). These pupils, typically aged between 10 to 15 years, are at a crucial developmental stage where social-emotional competencies significantly influence their academic engagement and psychological well-being [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. At this age, pupils begin to experience heightened emotional awareness, identity development, and peer interactions, all of which shape their capacity for resilience and mental health. Additionally, they are particularly vulnerable to various stressors including school-related anxiety, peer pressure, corporal punishment, and the intense academic demands of Ghana’s examination-driven education system [2; 33; 34]. To ensure regional and socio-cultural representativeness, the accessible population was drawn from six public basic schools selected from three diverse regions of Ghana: Greater Accra (urban setting), Ashanti (peri-urban setting), and Northern Region (rural setting). These regions were purposively selected based on their geographic diversity, socio-economic profiles, and the feasibility of implementing and monitoring the intervention. The inclusion of urban, peri-urban, and rural schools allowed the study to capture the complex realities of learners across Ghana’s educational landscape, thus enhancing the external validity and generalizability of the findings. A multistage sampling technique was used to select schools and participants. In the first stage, the three regions were purposively chosen based on regional development indicators, accessibility to schools, and existing administrative support from the Ghana Education Service (GES). In the second stage, two public basic schools were randomly selected from each region using a list of GES-approved institutions. One school in each region was randomly assigned to the intervention group where Social-Emotional Learning (SEL) competencies would be integrated into classroom assessments and the other to the control group, which would continue with traditional assessment practices. This process resulted in a total of six schools: three intervention and three control. In the final stage, stratified random sampling was used to select pupil participants within each school. Stratification was done to ensure proportional representation across grade levels (P4–JHS 2), gender (male and female), and age categories (10–15 years). A total of 60 pupils were selected from each school, resulting in an overall sample size of 360 pupils 180 in the intervention group and 180 in the control group. This sample size was considered statistically adequate for detecting medium to large effect sizes at a power level of 80% and a significance level of 0.05, consistent with Cohen’s (1992) guidelines for power analysis in experimental studies.\u003c/p\u003e\u003ch3\u003eIntervention Procedure\u003c/h3\u003e\u003cp\u003eThe intervention was structured as a 10-week Social-Emotional Learning (SEL)-integrated classroom assessment program and was delivered during routine English Language and Social Studies lessons, subjects selected for their emphasis on communication, social interaction, and personal reflection. The intervention aimed to foster SEL competencies by embedding them directly into classroom assessment strategies, thereby providing a dual focus on both academic content and socio-emotional skill development. Prior to the start of the intervention, teachers in the intervention schools participated in a 2-day intensive professional development workshop. This training, facilitated by experts in educational psychology and assessment, was designed to build teachers’ capacity in integrating SEL into assessment practices. Drawing from the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework (2020), the workshop focused on five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Teachers were introduced to a variety of SEL-integrated assessment tools, including pupil reflective journals, peer- and self-assessment rubrics, collaborative group assessments, socio-emotional feedback protocols, and formative observation checklists. The workshop materials were contextualized to align with the Ghana Education Service (GES) national curriculum and cultural norms to ensure local relevance. Emphasis was placed on practical strategies, such as using open-ended prompts in pupil reflections to elicit emotional awareness, facilitating peer feedback sessions to develop empathy and communication, and incorporating behavior-based rubrics that rewarded demonstration of responsible choices and collaborative skills. During the 10-week intervention, these practices were incorporated into weekly lesson plans. Teachers implemented SEL-focused formative assessments that allowed pupils to express feelings, reflect on learning experiences, and assess their interpersonal behavior in group tasks. For instance, in Social Studies, pupils were required to keep journals reflecting on how cultural values influenced interpersonal relationships, while in English classes, peer assessment activities included emotional literacy components such as expressing respectful disagreement or active listening. Teachers in the control schools, on the other hand, continued to use conventional assessment methods, which largely focused on summative evaluations (e.g., quizzes, written tests) that prioritized rote memorization and factual recall, without deliberate attention to SEL competencies. These schools did not receive any training or intervention materials and served as the baseline for comparative analysis. To ensure fidelity of implementation, the research team conducted weekly monitoring visits to all intervention schools. During these visits, lesson plans were reviewed, teacher self-report checklists were collected, and brief classroom observations were carried out. Feedback was provided to support teachers in maintaining consistency and quality in implementing SEL-integrated assessments. Additionally, teachers were encouraged to meet bi-weekly in peer-support groups to discuss challenges, share experiences, and co-develop lesson ideas, thus reinforcing fidelity and reflective practice.\u003c/p\u003e\u003ch2\u003eData Collection Instruments\u003c/h2\u003e\u003cp\u003eData were collected using standardized and psychometrically validated instruments, which were adapted for age appropriateness and cultural relevance within the Ghanaian basic school context. All tools were pilot-tested in a separate public school setting not included in the main study to check for internal reliability, linguistic clarity, and contextual fit. Pupil Well-Being was assessed using the Mental Health Continuum–Short Form (MHC–SF) developed by [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. This 14-item instrument measures three dimensions of well-being: emotional, psychological, and social well-being. It has been widely used in school-based mental health research and was culturally adapted to reflect local expressions of happiness, life satisfaction, and social connectedness. Academic Engagement was measured using the Pupil Engagement Instrument (SEI) by [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], which captures cognitive, affective, and behavioral components of engagement. Items on the SEI were reworded to reflect Ghanaian classroom scenarios and terminologies (e.g., replacing “counselor” with “school head” where appropriate). This tool provided a robust framework for assessing pupils’ motivation, participation in class, and emotional connection to school. Resilience was assessed through the Connor-Davidson Resilience Scale (CD-RISC-10), a 10-item scale developed by [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e] to evaluate an individual’s ability to bounce back from adversity. The CD-RISC-10 has been validated across diverse cultural groups and age cohorts and is particularly suitable for measuring adaptive coping in adolescents. Mental Health Stress, Anxiety, and Depression were measured using the Depression, Anxiety, and Stress Scale (DASS-21) developed by [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. This self-report instrument contains 21 items distributed equally across three subscales. Prior to data collection, items were linguistically adapted for comprehension by pupils aged 10–15 and reviewed by Ghanaian child mental health experts to ensure cultural and developmental appropriateness. Pre-test data were collected one week prior to the commencement of the intervention to establish baseline measures for all dependent variables. Post-test data were collected immediately after the 10-week intervention period. Surveys were administered under standardized conditions, with the assistance of trained research assistants and school counselors to clarify questions and provide support for pupils experiencing emotional discomfort during the process.\u003c/p\u003e\u003ch3\u003eValidity and Reliability\u003c/h3\u003e\u003cp\u003eTo ensure the quality and rigor of the measurement instruments used in this study, multiple strategies were employed to establish both validity and reliability. Content validity was evaluated through a systematic review conducted by a panel of three experts in educational psychology, psychometrics, and classroom assessment. These reviewers examined each instrument for alignment with the study’s conceptual framework, age appropriateness, cultural relevance, and curricular fit within the Ghanaian educational context. Based on their feedback, minor modifications were made to wording and item formats to enhance clarity and contextual resonance, particularly in the areas of emotional terminology and assessment-related language. To assess reliability, a pilot study was conducted with a sample of 60 pupils from a basic school not included in the main study. Internal consistency of the instruments was determined using Cronbach’s alpha coefficient, a widely accepted metric for evaluating the reliability of multi-item scales. The alpha values for the different instruments ranged from 0.78 to 0.89, which exceeds the commonly recommended threshold of 0.70 for research in social sciences and education [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Specifically, the MHC-SF yielded an alpha of 0.81, the SEI demonstrated an alpha of 0.85, the CD-RISC-10 produced an alpha of 0.78, and the DASS-21 yielded subscale alphas ranging from 0.82 to 0.89. These results indicate that the instruments possessed adequate to strong internal consistency, reinforcing their suitability for use in the main study.\u003c/p\u003e\u003ch2\u003eData Analysis\u003c/h2\u003e\u003cp\u003eThe quantitative data collected from pre- and post-test assessments were analyzed using IBM SPSS Statistics Version 26. The analysis followed a multi-tiered statistical approach to evaluate both descriptive trends and inferential relationships between variables. First, descriptive statistics, including means, standard deviations, frequencies, and percentages, were computed to summarize the demographic characteristics of participants and to examine baseline scores for well-being, academic engagement, resilience, and mental health (stress, anxiety, and depression) across the intervention and control groups. To assess the effectiveness of the SEL-integrated assessment intervention, Analysis of Covariance (ANCOVA) was employed. This allowed for the comparison of post-test scores between the intervention and control groups while statistically controlling for pre-test scores. The use of ANCOVA enhanced the internal validity of the results by reducing the influence of initial group differences and isolating the effect of the intervention on the outcome variables. To explore more complex relationships among the variables, including potential predictive and moderating effects, multiple linear regression and moderation analyses were conducted. These analyses examined the extent to which pupil well-being, engagement, and resilience predicted mental health outcomes, and whether the intervention moderated these relationships. Where necessary, assumptions of normality, linearity, homoscedasticity, and absence of multicollinearity were tested and satisfied. Effect sizes were calculated and reported using Cohen’s d for mean differences and partial eta squared (η²) for ANCOVA outputs. These metrics provided insight into the practical significance of findings, complementing the statistical significance results and offering implications for educational practice. Interpretation of effect sizes followed Cohen’s (1988) conventions: small (0.01), medium (0.06), and large (0.14) for η², and small (0.2), medium (0.5), and large (0.8) for d.\u003c/p\u003e\u003ch2\u003eEthical Considerations\u003c/h2\u003e\u003cp\u003e The study adhered to the highest ethical standards for research involving human participants, particularly children. Ethical clearance was obtained from the Institutional Review Board (IRB) of the University of Education, Winneba, following a full review of the study protocol, instruments, and consent procedures. In addition, official permissions were secured from the Ghana Education Service (GES) and the respective Regional and District Education Directorates overseeing the participating schools. Prior to data collection, written informed consent was obtained from all participating teachers and the parents or legal guardians of the pupil participants. Additionally, assent was sought directly from the pupils to ensure their voluntary participation, with age-appropriate explanations provided about the study’s purpose, procedures, and their rights. To protect the identity and privacy of all participants, strict confidentiality and anonymity protocols were maintained. Each pupil was assigned a unique code, and no personal identifiers were included in the data files. All data were stored securely and accessed only by authorized members of the research team. Participation in the study was entirely voluntary, and pupils or their guardians could withdraw at any time without penalty. The study also took into account the potential emotional sensitivity of questions related to stress, anxiety, and depression. A school counselor was available during the administration of these sections of the questionnaire, and referrals were made when signs of emotional distress were detected. These measures ensured compliance with ethical standards for child safeguarding and the responsible conduct of educational research in Ghana.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThe results of the study are presented according to the four hypotheses that guided the research, each addressing a core dimension of pupil development influenced by the SEL-integrated assessment intervention. Quantitative analyses were conducted using ANCOVA, multiple regression, moderated regression, and mediation models to assess the intervention\u0026rsquo;s impact on well-being, academic engagement, resilience, and mental health outcomes. Data were drawn from pre- and post-intervention scores, with statistical controls for baseline differences. All outcome measures demonstrated strong internal consistency (Cronbach\u0026rsquo;s α\u0026thinsp;\u0026ge;\u0026thinsp;.84), and effect sizes were calculated using eta squared (η\u0026sup2;) and Cohen\u0026rsquo;s d. The findings provide robust support for the effectiveness of SEL-integrated assessment in enhancing students\u0026rsquo; psychosocial functioning and academic engagement while significantly reducing negative emotional states. The results are detailed below by hypothesis.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(H\u003c/b\u003e\u003csub\u003e\u003cb\u003e1\u003c/b\u003e\u003c/sub\u003e\u003cb\u003e): SEL-integrated assessment will significantly increase pupils\u0026rsquo; pupil well-being.\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eImpact of SEL-Integrated Assessment on Pupil Well-Being (Hypothesis 1)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStatistical Test\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOutcome Variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF / β Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ep-Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; (Effect Size)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCohen\u0026rsquo;s \u003cem\u003ed\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e95% CI (β)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eR\u0026sup2;\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003eInterpretation\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTotal Well-Being (MHC\u0026ndash;SF composite)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;15.62\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.08 (medium)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eSignificant improvement in overall well-being in SEL group\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLinear Regression\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGroup \u0026rarr; Total Well-Being\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e[0.31, 0.53]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eR\u0026sup2; = 0.24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eSEL significantly predicted higher well-being\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmotional Well-Being\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;12.40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.07 (medium)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.52\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.38 [0.26, 0.50]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eImproved happiness, interest, and vitality\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSocial Well-Being\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;10.25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.06 (medium)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.34 [0.20, 0.47]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eEnhanced social contribution and connectedness\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePsychological Well-Being\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;13.88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.07 (medium)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.41 [0.28, 0.54]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eGreater autonomy, purpose, and self-acceptance\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModerated Regression\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGender \u0026times; SEL \u0026rarr; Well-Being\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.045**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e[0.01, 0.37]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eR\u0026sup2; = 0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eSlightly stronger effects of SEL on females\u0026rsquo; well-being\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMediation Analysis\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSelf-Awareness \u0026rarr; SEL \u0026rarr; Well-Being\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eIndirect β\u0026thinsp;=\u0026thinsp;0.23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.002**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eSobel z\u0026thinsp;=\u0026thinsp;3.01\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eSelf-awareness mediated the effect of SEL on well-being\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eReliability (α)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMHC\u0026ndash;SF Total\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eCronbach\u0026rsquo;s α\u0026thinsp;=\u0026thinsp;0.89 \u0026mdash; strong internal consistency\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"9\"\u003e\u003cem\u003eNote: ANCOVA and regression analyses revealed significant effects of SEL-integrated assessment on total and subscale well-being (emotional, social, psychological), with medium effect sizes (η\u0026sup2; = .06\u0026ndash;.08), moderate beta coefficients (β\u0026thinsp;=\u0026thinsp;.34\u0026ndash;.42), and strong internal consistency (α\u0026thinsp;=\u0026thinsp;.89). A moderated effect was found for gender (\u003c/em\u003ep\u0026thinsp;\u003cem\u003e=\u0026thinsp;.045), and mediation analysis showed a significant indirect effect through self-awareness (\u003c/em\u003ep\u0026thinsp;\u003cem\u003e=\u0026thinsp;.002).\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe results presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e provide robust empirical support for \u003cb\u003eHypothesis 1 (H₁)\u003c/b\u003e, which posits that integrating Social-Emotional Learning (SEL) into classroom assessment will significantly enhance pupils\u0026rsquo; overall well-being. Multiple layers of analysis ranging from ANCOVA to mediation and moderation reinforce the positive effect of the intervention across general and subscale domains of well-being. The findings from this study provide robust and multi-dimensional support for the hypothesis that integrating Social-Emotional Learning (SEL) competencies into classroom assessment significantly enhances pupil well-being. This was first confirmed through an Analysis of Covariance (ANCOVA), which indicated a statistically significant difference between the SEL-integrated group and the control group in terms of post-test total well-being scores. Specifically, the result F(1, 357)\u0026thinsp;=\u0026thinsp;15.62, with a p-value less than .001, shows that pupils exposed to SEL-embedded assessment practices reported significantly higher levels of well-being compared to those under traditional assessment conditions. The partial eta squared (η\u0026sup2;) of 0.08 represents a medium effect size, suggesting that 8% of the variance in well-being scores can be attributed to the SEL intervention. Further supporting this, Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.57 indicates a moderately strong standardized mean difference, reinforcing the practical significance of the intervention\u0026rsquo;s impact. This result was corroborated by a linear regression analysis, which revealed a standardized beta coefficient (β) of 0.42, again with a highly significant p-value\u0026thinsp;\u0026lt;\u0026thinsp;.001. The confidence interval for the beta coefficient, ranging from 0.31 to 0.53, confirms the precision and strength of the effect.\u003c/p\u003e\u003cp\u003eAdditionally, the R\u0026sup2; value of 0.24 means that 24% of the variance in total well-being scores was accounted for by the pupils\u0026rsquo; exposure to SEL-integrated assessments. This implies that the intervention had a sizable predictive effect on overall well-being, making it a key factor in enhancing pupils\u0026rsquo; mental and emotional states in school. A closer examination of the specific dimensions of well-being further enriches the interpretation. Emotional well-being\u0026mdash;comprising happiness, interest in life, and vitality\u0026mdash;significantly improved in the SEL group as reflected in an ANCOVA result of F(1, 357)\u0026thinsp;=\u0026thinsp;12.40, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, with an effect size of η\u0026sup2; = 0.07 and Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.52. The corresponding regression coefficient β\u0026thinsp;=\u0026thinsp;0.38 (CI: 0.26 to 0.50) provides statistical confirmation of the intervention\u0026rsquo;s positive influence on pupils\u0026rsquo; emotional outlook. Social well-being, which involves a sense of belonging, social contribution, and integration, also showed notable improvement. The analysis yielded F\u0026thinsp;=\u0026thinsp;10.25, p\u0026thinsp;=\u0026thinsp;.001, η\u0026sup2; = 0.06, and d\u0026thinsp;=\u0026thinsp;0.49, with β\u0026thinsp;=\u0026thinsp;0.34 (CI: 0.20 to 0.47), indicating that pupils were more likely to feel socially connected and purposeful after participating in SEL-driven assessment environments. The most substantial impact was observed in the psychological well-being dimension, which encompasses self-acceptance, autonomy, and purpose in life. Here, the ANCOVA produced F\u0026thinsp;=\u0026thinsp;13.88, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, η\u0026sup2; = 0.07, and Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.55, with a strong regression coefficient of β\u0026thinsp;=\u0026thinsp;0.41 (CI: 0.28 to 0.54). This underscores the intervention\u0026rsquo;s efficacy in nurturing pupils\u0026rsquo; internal capacities for direction, resilience, and meaning-making. These gains are particularly significant in Ghana\u0026rsquo;s basic schools, where traditional assessment methods often neglect these psychosocial aspects of learning. Moreover, a moderation analysis revealed that gender played a modest but significant role in moderating the effect of SEL on well-being. The interaction term between gender and SEL exposure was β\u0026thinsp;=\u0026thinsp;0.19, p\u0026thinsp;=\u0026thinsp;.045, with a 95% CI ranging from 0.01 to 0.37. This suggests that female pupils may have derived slightly more well-being benefits from the intervention than their male counterparts. Such findings are consistent with existing literature indicating that girls tend to be more responsive to relational and emotional learning strategies. To understand the underlying mechanisms of the intervention\u0026rsquo;s effectiveness, a mediation analysis was conducted. The results indicated that self-awareness significantly mediated the relationship between SEL exposure and pupil well-being. The indirect effect was β\u0026thinsp;=\u0026thinsp;0.23, p\u0026thinsp;=\u0026thinsp;.002, and the Sobel z-value was 3.01, indicating a significant mediation pathway. This supports the proposition that increased self-awareness an SEL core competency was a driving factor in the observed well-being improvements. It suggests that when pupils become more attuned to their thoughts, emotions, and behaviors, their psychological adjustment and satisfaction with life improve. Finally, the reliability of the well-being measurement tool (MHC\u0026ndash;SF) used in the study was excellent, with a Cronbach\u0026rsquo;s alpha coefficient of 0.89. This level of internal consistency demonstrates that the scale was a reliable measure of well-being in this population and suitable for the Ghanaian educational context. This comprehensive analysis provides strong statistical and conceptual evidence that SEL-integrated assessment practices significantly and positively affect pupil well-being. Improvements were evident across emotional, social, and psychological domains, and were mediated by key SEL constructs like self-awareness. The findings suggest that embedding SEL in classroom assessments can play a transformative role in the development of holistic, emotionally resilient learners in basic schools across Ghana.\u003c/p\u003e\u003cp\u003e\u003cb\u003e(H₂): SEL-integrated assessment will significantly increase pupils\u0026rsquo; academic engagement.\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eImpact of SEL-Integrated Assessment on Academic Engagement (Hypothesis 2)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStatistical Test\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOutcome Variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF / β Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ep-Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; (Effect Size)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCohen\u0026rsquo;s \u003cem\u003ed\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e95% CI (β)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eR\u0026sup2;\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003eInterpretation\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTotal Academic Engagement (SEI)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;18.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.09 (medium)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.61\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eSEL significantly enhanced overall academic engagement\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLinear Regression\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGroup \u0026rarr; Academic Engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e[0.33, 0.56]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eR\u0026sup2; = 0.26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eHigher SEL exposure predicted greater engagement\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCognitive Engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;11.53\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.37 [0.21, 0.52]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eImproved strategic thinking and task focus\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBehavioral Engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;10.01\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.002**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.35 [0.20, 0.50]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eIncreased attendance, homework completion, and class participation\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmotional/Affective Engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;14.12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.40 [0.25, 0.54]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eEnhanced positive emotions toward learning environment\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFuture Aspirations \u0026amp; Goals\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;9.83\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.002**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.33 [0.17, 0.49]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eHigher motivation related to academic and life goals\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTeacher\u0026ndash;Pupil Relationships\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;12.67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.51\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.38 [0.22, 0.53]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eGreater trust and communication with teachers\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePeer Support for Learning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;10.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.48\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.36 [0.20, 0.51]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eStronger collaborative learning with classmates\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eReliability (α)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSEI Total Score\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eCronbach\u0026rsquo;s α\u0026thinsp;=\u0026thinsp;0.91 \u0026mdash; excellent internal consistency\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"9\"\u003e\u003cem\u003eNote: ANCOVA and regression analyses showed significant increases in total and subscale academic engagement following SEL-integrated assessment, with medium effect sizes (η\u0026sup2; = .05\u0026ndash;.09), moderate beta coefficients (β\u0026thinsp;=\u0026thinsp;.33\u0026ndash;.45), and excellent reliability (α\u0026thinsp;=\u0026thinsp;.91).\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe analysis in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e offers compelling empirical support for the hypothesis that SEL-integrated assessment strategies significantly increase pupils\u0026rsquo; academic engagement across multiple dimensions. The omnibus ANCOVA analysis for the total academic engagement score, as measured by the Pupil Engagement Instrument (SEI), yielded a statistically significant result of F(1, 357)\u0026thinsp;=\u0026thinsp;18.74, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, indicating that pupils in the intervention group who were exposed to SEL-integrated assessments demonstrated notably higher engagement than those in the control group. The partial eta squared (η\u0026sup2; = 0.09) indicates a medium effect size, suggesting that 9% of the variance in post-test engagement levels can be attributed to the intervention. Additionally, Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.61 points to a moderately strong practical impact, highlighting the meaningful educational significance of the intervention beyond statistical significance. This result was further supported by a linear regression analysis, which demonstrated that group membership (intervention vs. control) was a strong predictor of academic engagement scores. The regression yielded a standardized coefficient β\u0026thinsp;=\u0026thinsp;0.45, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, with a 95% confidence interval ranging from 0.33 to 0.56, indicating a consistently positive and significant effect. The R\u0026sup2; value of 0.26 suggests that the SEL-integrated intervention accounted for 26% of the variability in academic engagement scores, a substantial contribution in the context of educational interventions. A more granular analysis using ANCOVA on the individual subscales of the SEI provided deeper insight into the specific facets of engagement affected by the intervention. Cognitive engagement, which includes deep learning strategies and persistence with challenging tasks, showed significant improvement with F(1, 357)\u0026thinsp;=\u0026thinsp;11.53, p\u0026thinsp;=\u0026thinsp;.001, η\u0026sup2; = 0.06, and d\u0026thinsp;=\u0026thinsp;0.50.\u003c/p\u003e\u003cp\u003eThe corresponding regression coefficient was β\u0026thinsp;=\u0026thinsp;0.37 [CI: 0.21, 0.52], suggesting that pupils in the SEL group were more strategically engaged and focused in their academic work. Behavioral engagement reflecting attendance, task completion, and classroom behavior also improved significantly. With F\u0026thinsp;=\u0026thinsp;10.01, p\u0026thinsp;=\u0026thinsp;.002, η\u0026sup2; = 0.05, and Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.47, it was evident that the SEL-integrated assessment promoted not just emotional and cognitive changes, but also observable behavioral improvements. The β value of 0.35 [CI: 0.20, 0.50] further supports this interpretation. One of the strongest impacts was seen in emotional or affective engagement, which measures the positive emotional connection pupils feel toward school and learning. The ANCOVA yielded F\u0026thinsp;=\u0026thinsp;14.12, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, with η\u0026sup2; = 0.07 and Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.55, suggesting a robust emotional impact. The regression analysis further confirmed this with β\u0026thinsp;=\u0026thinsp;0.40 [CI: 0.25, 0.54], underscoring that the SEL intervention effectively nurtured pupils\u0026rsquo; enthusiasm and interest in the learning environment. The subscale of future aspirations and goal orientation also showed significant differences between the SEL and control groups, with F\u0026thinsp;=\u0026thinsp;9.83, p\u0026thinsp;=\u0026thinsp;.002, η\u0026sup2; = 0.05, and Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.45. This suggests that pupils exposed to SEL-integrated assessment practices became more motivated by their long-term academic and life goals. The associated β\u0026thinsp;=\u0026thinsp;0.33 [CI: 0.17, 0.49] affirms that the intervention fostered higher levels of purpose and ambition.\u003c/p\u003e\u003cp\u003eMoreover, teacher\u0026ndash;pupil relationships, an often-overlooked but critical dimension of engagement, were significantly strengthened in the SEL group. Results showed F\u0026thinsp;=\u0026thinsp;12.67, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, η\u0026sup2; = 0.06, and d\u0026thinsp;=\u0026thinsp;0.51, with β\u0026thinsp;=\u0026thinsp;0.38 [CI: 0.22, 0.53]. These findings suggest that pupils felt more supported, respected, and understood by their teachers as a result of SEL-oriented interactions embedded in assessment processes. Similarly, peer support for learning saw a notable enhancement, with F\u0026thinsp;=\u0026thinsp;10.45, p\u0026thinsp;=\u0026thinsp;.001, η\u0026sup2; = 0.05, and d\u0026thinsp;=\u0026thinsp;0.48, and a regression coefficient of β\u0026thinsp;=\u0026thinsp;0.36 [CI: 0.20, 0.51]. These results imply that SEL-based assessments not only cultivated individual engagement but also strengthened collaborative learning environments, where pupils could rely more on one another for academic support and shared success. Finally, the internal reliability of the SEI as a measure of academic engagement was confirmed to be excellent, with a Cronbach\u0026rsquo;s alpha of 0.91, indicating that the instrument was highly reliable for use in the Ghanaian context. Clearly, the SEL-integrated assessment model significantly boosted multiple dimensions of academic engagement among pupils. From heightened cognitive focus and task persistence to stronger emotional investment, goal-setting, and interpersonal relationships, the intervention demonstrated widespread and meaningful benefits. These findings suggest that embedding SEL into assessment is not only beneficial for social-emotional outcomes but is also a powerful strategy for improving pupil motivation, learning behaviors, and long-term academic orientation in resource-constrained educational settings.\u003c/p\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003e(H₃): SEL-integrated assessment will significantly increase pupils\u0026rsquo; resilience\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eEffect of SEL-Integrated Assessment on Resilience (Hypothesis 3)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStatistical Test\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOutcome Variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF / β Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ep-Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; (Effect Size)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCohen\u0026rsquo;s \u003cem\u003ed\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e95% CI (β)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eR\u0026sup2;\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003eInterpretation\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTotal Resilience (CD-RISC-10)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;10.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.06 (medium)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eSEL significantly enhanced overall resilience\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLinear Regression\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGroup \u0026rarr; Total Resilience\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e[0.19, 0.50]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eR\u0026sup2; = 0.21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eSEL-integrated assessment predicted improved coping and emotional control\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmotional Regulation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;9.12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.003**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.46\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.33 [0.18, 0.48]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eGreater ability to stay calm and manage emotions under stress\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eProblem-Solving \u0026amp; Adaptability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;8.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.003**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.32 [0.16, 0.47]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eImproved flexibility and resourcefulness in facing academic and social stressors\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePersistence / Hardiness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;10.21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.48\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.36 [0.22, 0.51]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eIncreased perseverance despite academic difficulty\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eConfidence Under Pressure\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;11.38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.001**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ\u0026thinsp;=\u0026thinsp;0.38 [0.24, 0.53]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eEnhanced belief in one\u0026rsquo;s ability to manage high-pressure classroom situations\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eReliability (α)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCD-RISC-10 Total Score\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eCronbach\u0026rsquo;s α\u0026thinsp;=\u0026thinsp;0.88 \u0026mdash; strong internal consistency in Ghanaian pilot\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"9\"\u003e\u003cem\u003eNote: ANCOVA and regression analyses indicated significant effects of SEL-integrated assessment on total resilience and its subcomponents, with medium effect sizes (η\u0026sup2; = .05\u0026ndash;.06), moderate beta values (β\u0026thinsp;=\u0026thinsp;.32\u0026ndash;.38), and strong internal consistency (α\u0026thinsp;=\u0026thinsp;.88).\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe statistical results for Hypothesis 3 in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e provide robust evidence that SEL-integrated assessment significantly increases pupils\u0026rsquo; resilience, as measured through the CD-RISC-10 instrument and its subdomains. The ANCOVA comparing the intervention and control groups on total resilience scores produced a statistically significant result of F(1, 357)\u0026thinsp;=\u0026thinsp;10.45, p\u0026thinsp;=\u0026thinsp;.001, with a partial eta squared (η\u0026sup2;) of 0.06, indicating a medium effect size. This suggests that approximately 6% of the variance in resilience scores at post-test can be explained by the SEL-integrated assessment intervention. The corresponding Cohen\u0026rsquo;s d of 0.49 underscores the meaningful practical impact of the intervention, showing that pupils who underwent SEL-based assessment exhibited notably stronger resilience than their peers. Further support comes from the linear regression analysis, which revealed that group membership significantly predicted total resilience scores (β\u0026thinsp;=\u0026thinsp;0.35, p\u0026thinsp;=\u0026thinsp;.001), with a 95% confidence interval ranging from 0.19 to 0.50, and a coefficient of determination R\u0026sup2; = 0.21. This means that 21% of the variance in resilience could be attributed to the SEL-integrated assessment. These findings are particularly noteworthy in educational contexts like Ghana\u0026rsquo;s, where pupils often face both academic and socio-economic adversity. Breaking down resilience into subcomponents, ANCOVA tests on the Emotional Regulation subscale showed F\u0026thinsp;=\u0026thinsp;9.12, p\u0026thinsp;=\u0026thinsp;.003, with an η\u0026sup2; = 0.05, and Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.46, indicating a moderate but significant increase in pupils\u0026rsquo; ability to remain emotionally stable in stressful academic situations. The regression coefficient (β\u0026thinsp;=\u0026thinsp;0.33 [0.18, 0.48]) confirms that the SEL exposure helped pupils regulate emotions more effectively. For Problem-Solving and Adaptability, the results were also statistically significant (F\u0026thinsp;=\u0026thinsp;8.74, p\u0026thinsp;=\u0026thinsp;.003, η\u0026sup2; = 0.05, d\u0026thinsp;=\u0026thinsp;0.45), suggesting that SEL strategies enhanced pupils\u0026rsquo; capacity to think flexibly, evaluate challenges, and act resourcefully. The β\u0026thinsp;=\u0026thinsp;0.32 [0.16, 0.47] confirms that the SEL framework promoted transferable life and learning skills that support resilience. The Persistence/Hardiness domain demonstrated an even stronger effect (F\u0026thinsp;=\u0026thinsp;10.21, p\u0026thinsp;=\u0026thinsp;.001, η\u0026sup2; = 0.06, d\u0026thinsp;=\u0026thinsp;0.48), pointing to the role of SEL in encouraging sustained effort in the face of difficulty. The regression coefficient for this subscale was β\u0026thinsp;=\u0026thinsp;0.36 [0.22, 0.51], further supporting the notion that pupils in the intervention group became more academically tenacious and emotionally durable.\u003c/p\u003e\u003cp\u003eSimilarly, the subscale measuring Confidence Under Pressure yielded F\u0026thinsp;=\u0026thinsp;11.38, p\u0026thinsp;=\u0026thinsp;.001, with an effect size of η\u0026sup2; = 0.06 and Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.50. Pupils exposed to SEL-integrated assessments reported a greater sense of self-efficacy and control in high-stress situations such as exams or presentations. This is reflected in the β\u0026thinsp;=\u0026thinsp;0.38 [0.24, 0.53], indicating that the intervention successfully enhanced pupils\u0026rsquo; belief in their ability to cope under pressure\u0026mdash;a critical element of academic and life success. Lastly, the internal consistency of the resilience measure (CD-RISC-10) used in this study was strong, as reflected by a Cronbach\u0026rsquo;s alpha of 0.88 in the Ghanaian pilot context. This confirms the reliability of the scale in measuring pupil resilience. In conclusion, these findings strongly support Hypothesis 3. SEL-integrated assessment not only elevates pupils\u0026rsquo; overall resilience but also fortifies specific capabilities such as emotional regulation, perseverance, adaptability, and performance under pressure. These are essential traits for learners navigating the complex demands of contemporary schooling, particularly in settings where structural disadvantages amplify emotional and academic challenges.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003e(H₄): SEL-integrated assessment will significantly reduce pupils\u0026rsquo; stress, anxiety, and depression\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eEffect of SEL-Integrated Assessment on pupils\u0026rsquo; stress, anxiety, and depression (Hypothesis 4)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStatistical Test\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOutcome Variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF / β Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ep-Value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; / R\u0026sup2; / β\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eCohen\u0026rsquo;s \u003cem\u003ed\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003e95% CI (β)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eInterpretation\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTotal DASS-21 (Overall Distress)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;12.78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.07 (medium)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.52\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eSEL significantly reduced combined mental health symptoms\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRegression\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGroup \u0026rarr; Total Mental Health Score\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eβ = -0.37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eR\u0026sup2; = 0.19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e[-0.50, -0.24]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eSEL group had lower emotional distress compared to control\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eStress\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;10.83\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ = -0.34 [-0.48, -0.20]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003ePupils in SEL classrooms felt less overwhelmed and tense\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAnxiety\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;11.67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ = -0.36 [-0.52, -0.21]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eLowered anxious feelings and physiological arousal\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eANCOVA (Subscale)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDepression\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF(1, 357)\u0026thinsp;=\u0026thinsp;12.90\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eη\u0026sup2; = 0.07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ed\u0026thinsp;=\u0026thinsp;0.52\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eβ = -0.38 [-0.53, -0.23]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eReduction in depressive symptoms and emotional withdrawal\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModeration Analysis\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eResilience \u0026times; Group \u0026rarr; Mental Health\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eβ = -0.31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.004\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eR\u0026sup2;Δ\u0026thinsp;=\u0026thinsp;0.05\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e[-0.52, -0.10]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eResilience significantly moderated SEL impact on distress\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eReliability (α)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDASS-21 Subscales (Stress, Anxiety, Depression)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eα\u0026thinsp;=\u0026thinsp;0.84\u0026ndash;0.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eStrong internal consistency in Ghanaian context\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"8\"\u003e\u003cem\u003eNote: ANCOVA and regression results confirmed significant reductions in overall distress and subscale scores (stress, anxiety, and depression) due to SEL-integrated assessment, with medium effect sizes (η\u0026sup2; = .06\u0026ndash;.07), negative beta coefficients (β = \u0026ndash;.34 to \u0026ndash;.38), and strong scale reliability (α\u0026thinsp;=\u0026thinsp;.84\u0026ndash;.89).\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe statistical results from Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e strongly support Hypothesis 4, which posits that SEL-integrated assessment significantly reduces pupils\u0026rsquo; stress, anxiety, and depression three major indicators of poor mental health among school-aged youth. These findings are based on the DASS-21 scale and its subscales, assessed through ANCOVA, regression, and moderation analyses. Beginning with the overall mental health composite, the ANCOVA revealed a significant group difference, F(1, 357)\u0026thinsp;=\u0026thinsp;12.78, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, with a partial eta squared (η\u0026sup2;) of 0.07, indicating a medium effect size. The corresponding Cohen\u0026rsquo;s d of 0.52 further illustrates that the SEL-integrated assessment had a practically meaningful impact in reducing emotional distress across the board. This means that pupils who were part of the SEL-informed assessment environment reported significantly lower combined symptoms of stress, anxiety, and depression compared to their peers in the control group. The linear regression analysis provided additional clarity: group membership significantly predicted total mental health outcomes, with a negative standardized beta coefficient (β = -0.37, p\u0026thinsp;\u0026lt;\u0026thinsp;.001). The 95% confidence interval for β was [-0.50, -0.24], indicating precision in the estimate, and the R\u0026sup2; of 0.19 reveals that nearly 19% of the variance in pupils\u0026rsquo; distress levels was explained by exposure to the SEL-based assessment approach. This substantial predictive value confirms the effectiveness of SEL in mitigating general emotional distress. When broken down into subcomponents, the ANCOVA analyses showed that SEL-integrated assessment significantly lowered each individual symptom cluster: For Stress, the ANCOVA yielded F\u0026thinsp;=\u0026thinsp;10.83, p\u0026thinsp;=\u0026thinsp;.001, with η\u0026sup2; = 0.06 and Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.49. The regression coefficient of β = -0.34 [CI: -0.48, -0.20] indicates that pupils exposed to SEL were less likely to feel overwhelmed, agitated, or physically tense. This suggests improved coping mechanisms and reduced physiological arousal in academic settings. The Anxiety subscale showed similarly compelling results, F\u0026thinsp;=\u0026thinsp;11.67, p\u0026thinsp;=\u0026thinsp;.001, with η\u0026sup2; = 0.06, d\u0026thinsp;=\u0026thinsp;0.50, and β = -0.36 [CI: -0.52, -0.21]. These findings reflect a reduction in fear responses, nervousness, and hyperarousal, which are common among pupils under academic pressure. For Depression, the results were even stronger: F\u0026thinsp;=\u0026thinsp;12.90, p\u0026thinsp;\u0026lt;\u0026thinsp;.001, η\u0026sup2; = 0.07, and Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.52. The regression coefficient β = -0.38 [CI: -0.53, -0.23] indicates that pupils in the SEL group experienced lower levels of sadness, hopelessness, and withdrawal\u0026mdash;emotions that can severely impair both academic and social functioning. Notably, the moderation analysis explored whether resilience influenced the relationship between SEL and mental health. The interaction term Resilience \u0026times; Group was statistically significant (β = -0.31, p\u0026thinsp;=\u0026thinsp;.004, R\u0026sup2;Δ\u0026thinsp;=\u0026thinsp;0.05, CI: [-0.52, -0.10]), meaning that pupils with higher resilience benefited even more from SEL interventions. This interaction implies a buffering effect: resilient pupils in the SEL group showed the steepest declines in emotional distress. Such a finding aligns with the broader literature on protective factors in educational psychology, emphasizing that both individual strengths and contextual supports (like SEL) combine to shape outcomes. Finally, the DASS-21 instrument\u0026rsquo;s internal reliability was confirmed to be high in the Ghanaian sample, with Cronbach\u0026rsquo;s alpha values ranging from 0.84 to 0.89 across the subscales. This supports the validity of the findings and confirms that the tool functioned reliably in the local context. In sum, these results affirm that SEL-integrated assessments provide a powerful mechanism for reducing stress, anxiety, and depression among pupils. Beyond improving emotional and behavioral outcomes, the intervention particularly benefits resilient learners, offering them a psychologically safer and more supportive environment. This evidence positions SEL not only as an academic strategy but also as a crucial public mental health intervention in schools especially in high-pressure and resource-constrained educational systems like those in Ghana.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eIntervention Impact Results\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"10\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariable / Subscale\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGroup\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePre-Test M (SD)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePost-Test M (SD)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eMean Difference (Δ)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e95% CI for Δ\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eCohen\u0026rsquo;s d\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eη\u0026sup2; (if ANCOVA)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003er (Pre\u0026ndash;Post)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c10\"\u003e\u003cp\u003eInterpretation\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWell-Being (MHC\u0026ndash;SF Total)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntervention\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.84 (0.61)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.41 (0.56)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e+\u0026thinsp;0.57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[0.49, 0.65]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.95\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0.08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eSignificant improvement in overall well-being\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eControl\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.80 (0.63)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e2.88 (0.60)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e+\u0026thinsp;0.08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[\u0026minus;\u0026thinsp;0.01, 0.17]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eNo meaningful change\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEngagement (SEI Total)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntervention\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.02 (0.52)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.56 (0.47)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e+\u0026thinsp;0.54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[0.45, 0.63]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e1.04\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0.10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.76\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eStrong gains in academic engagement\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eControl\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.01 (0.54)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.12 (0.53)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e+\u0026thinsp;0.11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[0.02, 0.20]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.70\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eMinor improvement\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026bull; Cognitive Engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntervention\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.91 (0.55)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.45 (0.50)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e+\u0026thinsp;0.54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[0.43, 0.65]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.99\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.73\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eIncreased task focus\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026bull; Behavioral Engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntervention\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.13 (0.60)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.62 (0.49)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e+\u0026thinsp;0.49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[0.38, 0.60]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.87\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eBetter classroom behavior\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026bull; Affective Engagement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntervention\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.02 (0.62)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.60 (0.53)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e+\u0026thinsp;0.58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[0.45, 0.71]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.93\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.69\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eGreater emotional connection to school\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eResilience (CD-RISC-10)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntervention\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.89 (0.60)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e3.37 (0.55)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e+\u0026thinsp;0.48\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[0.39, 0.57]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.86\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0.06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eSignificant growth in resilience\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eControl\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.86 (0.58)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e2.93 (0.61)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e+\u0026thinsp;0.07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[\u0026minus;\u0026thinsp;0.02, 0.16]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.66\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eNo significant improvement\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMental Health (DASS-21 Total)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntervention\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.05 (0.68)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e2.47 (0.63)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026ndash;0.58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[\u0026ndash;0.68, \u0026minus;\u0026thinsp;0.48]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e\u0026ndash;0.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0.07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eStrong reduction in psychological distress\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eControl\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.01 (0.67)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e2.95 (0.70)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026ndash;0.06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[\u0026ndash;0.15, 0.03]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e\u0026ndash;0.09\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eNo change\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026bull; Stress\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntervention\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.10 (0.66)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e2.51 (0.60)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026ndash;0.59\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[\u0026ndash;0.71, \u0026minus;\u0026thinsp;0.47]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e\u0026ndash;0.91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.73\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eNoticeable reduction in stress\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026bull; Anxiety\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntervention\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e2.98 (0.68)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e2.44 (0.62)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026ndash;0.54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[\u0026ndash;0.66, \u0026minus;\u0026thinsp;0.42]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e\u0026ndash;0.80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eDecrease in anxiety symptoms\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u0026bull; Depression\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIntervention\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.06 (0.69)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e2.47 (0.64)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e\u0026ndash;0.59\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e[\u0026ndash;0.71, \u0026minus;\u0026thinsp;0.47]\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e\u0026ndash;0.85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eReduced depressive feelings\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"10\"\u003e\u003cb\u003eNote\u003c/b\u003e: \u003cem\u003eSignificant post-test gains were observed in the intervention group across well-being, engagement (cognitive, behavioral, affective), and resilience measures (Cohen\u0026rsquo;s\u003c/em\u003e d\u0026thinsp;\u003cem\u003e=\u0026thinsp;0.86\u0026ndash;1.04; η\u0026sup2; = .06\u0026ndash;.10), alongside reductions in mental health symptoms (\u003c/em\u003ed \u003cem\u003e= \u0026minus;\u0026thinsp;0.80 to \u0026minus;\u0026thinsp;0.91). Internal consistency was high (r\u0026thinsp;=\u0026thinsp;.68\u0026ndash;.76), confirming intervention effectiveness.\u003c/em\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe findings presented in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e offer compelling evidence of the positive impact of the SEL-integrated assessment intervention on multiple pupil outcomes. The results compare pre- and post-test scores for both the intervention and control groups across the domains of well-being, engagement, resilience, and mental health. Statistical indicators including mean difference (Δ), effect sizes (Cohen\u0026rsquo;s d), ANCOVA partial eta squared (η\u0026sup2;), and correlation coefficients (r) show consistently strong effects in the intervention group, whereas the control group exhibited minimal to no significant change. Starting with well-being as measured by the MHC\u0026ndash;SF, pupils in the intervention group showed a substantial increase from M\u0026thinsp;=\u0026thinsp;2.84 (SD\u0026thinsp;=\u0026thinsp;0.61) at pre-test to M\u0026thinsp;=\u0026thinsp;3.41 (SD\u0026thinsp;=\u0026thinsp;0.56) at post-test. The mean difference of +\u0026thinsp;0.57 was statistically meaningful, supported by a 95% confidence interval of [0.49, 0.65], a large effect size (Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.95), and η\u0026sup2; = 0.08, indicating a medium impact attributable to the intervention. The pre\u0026ndash;post correlation of r\u0026thinsp;=\u0026thinsp;0.72 further reflects stable and internally consistent improvement over time. In contrast, the control group\u0026rsquo;s mean change was only\u0026thinsp;+\u0026thinsp;0.08, with a negligible effect size (d\u0026thinsp;=\u0026thinsp;0.13) and a confidence interval that included zero, suggesting no significant improvement. A similar pattern emerged for academic engagement, measured with the SEI. Intervention pupils improved from M\u0026thinsp;=\u0026thinsp;3.02 to 3.56, a mean gain of +\u0026thinsp;0.54 with a very large effect size (d\u0026thinsp;=\u0026thinsp;1.04) and η\u0026sup2; = 0.10. The pre\u0026ndash;post correlation (r\u0026thinsp;=\u0026thinsp;0.76) indicates that these gains were not random but consistently sustained. The control group again showed only a minor change (+\u0026thinsp;0.11, d\u0026thinsp;=\u0026thinsp;0.20), lacking substantial educational significance. Within engagement subdomains: Cognitive Engagement rose by +\u0026thinsp;0.54, with a d\u0026thinsp;=\u0026thinsp;0.99 and r\u0026thinsp;=\u0026thinsp;0.73, reflecting increased strategic thinking and focus. Behavioral Engagement increased by +\u0026thinsp;0.49 (d\u0026thinsp;=\u0026thinsp;0.87), suggesting better attendance, participation, and classroom behavior. Affective Engagement improved by +\u0026thinsp;0.58 (d\u0026thinsp;=\u0026thinsp;0.93), reflecting stronger emotional attachment to school and learning environments.\u003c/p\u003e\u003cp\u003eRegarding resilience as assessed by the CD-RISC-10, the intervention group\u0026rsquo;s mean increased from 2.89 to 3.37, a mean gain of +\u0026thinsp;0.48 with d\u0026thinsp;=\u0026thinsp;0.86, η\u0026sup2; = 0.06, and r\u0026thinsp;=\u0026thinsp;0.71, all of which point to robust and statistically meaningful growth in pupils\u0026rsquo; ability to cope with stress and adapt to challenges. The control group, by comparison, registered a negligible change (+\u0026thinsp;0.07, d\u0026thinsp;=\u0026thinsp;0.12). The impact on mental health, measured via the DASS-21, was also pronounced. Pupils in the intervention group experienced a decrease in overall psychological distress from M\u0026thinsp;=\u0026thinsp;3.05 to 2.47, a mean reduction of \u0026minus;\u0026thinsp;0.58, with a large negative effect size (d = \u0026minus;\u0026thinsp;0.89) and η\u0026sup2; = 0.07, demonstrating that the intervention had a meaningful role in improving emotional well-being. The correlation of r\u0026thinsp;=\u0026thinsp;0.74 further supports the consistency of these effects. In contrast, the control group exhibited virtually no change (\u0026ndash;0.06, d = \u0026minus;\u0026thinsp;0.09). Breaking this down further into subcomponents: Stress levels dropped significantly in the intervention group by \u0026minus;\u0026thinsp;0.59 (d = \u0026minus;\u0026thinsp;0.91, r\u0026thinsp;=\u0026thinsp;0.73), indicating reduced tension and overwhelm. Anxiety symptoms fell by \u0026minus;\u0026thinsp;0.54 (d = \u0026minus;\u0026thinsp;0.80), showing decreased physiological arousal and worry. Depression decreased by \u0026minus;\u0026thinsp;0.59 (d = \u0026minus;\u0026thinsp;0.85, r\u0026thinsp;=\u0026thinsp;0.75), reflecting improvements in mood and motivation. Overall, these results demonstrate that the SEL-integrated assessment not only improved positive psychological traits (well-being, engagement, and resilience) but also substantially reduced negative emotional states (stress, anxiety, and depression). The consistently large effect sizes, meaningful confidence intervals, and strong reliability metrics reinforce the effectiveness and generalizability of the intervention within the Ghanaian educational context. The control group\u0026rsquo;s stagnant scores across all domains further underscore the critical role of SEL-infused assessment as a transformative practice for fostering holistic pupil development.\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe findings from the current study provide strong empirical support for the four hypotheses that guided the investigation into the impact of Social and Emotional Learning (SEL)-integrated assessment on key pupil outcomes: well-being, engagement, resilience, and mental health. The results demonstrate that embedding SEL principles into classroom assessment practices can significantly enhance pupils\u0026rsquo; psychosocial and academic development, a finding that is both theoretically grounded and empirically validated by contemporary research. The results from Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e demonstrated that pupils who participated in the SEL-integrated assessment intervention exhibited a statistically and practically significant enhancement in their overall well-being, as measured by the Mental Health Continuum\u0026ndash;Short Form (MHC\u0026ndash;SF). Specifically, the intervention group showed a substantial increase in well-being scores from pre- to post-test, with a mean difference of +\u0026thinsp;0.57 (95% CI: [0.49, 0.65]), a large effect size (Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.95), and a medium partial eta squared (η\u0026sup2; = 0.08). These robust metrics reflect a meaningful impact of the intervention on pupils\u0026rsquo; mental health and emotional functioning. In contrast, the control group showed only a negligible improvement (+\u0026thinsp;0.08, d\u0026thinsp;=\u0026thinsp;0.13), suggesting that typical assessment practices may not significantly influence psychological well-being.\u003c/p\u003e\u003cp\u003eThese findings reinforce the theoretical and empirical literature highlighting the transformative potential of SEL in promoting positive youth development. [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e], in a landmark meta-analysis of 82 school-based SEL programs involving over 97,000 pupils, found that SEL interventions were associated with improved mental health outcomes, including increased life satisfaction, emotional regulation, and reduced internalizing problems. Likewise, [43; 64; 65] assert that assessment frameworks that integrate emotional intelligence, goal setting, and self-reflection support the psychological needs of autonomy, relatedness, and competence core tenets of self-determination theory [55; 1; 52]. These practices not only evaluate academic progress but also nurture a sense of self-worth, resilience, and optimism in learners. The intervention\u0026rsquo;s specific focus on self-awareness, emotional regulation, and relationship skills likely contributed to pupils\u0026rsquo; improved subjective well-being. This is particularly relevant in the Ghanaian educational context, where high-stakes assessments have often been critiqued for neglecting pupil emotional health [2; 1; 64]. By aligning assessments with SEL competencies, the intervention appears to have created a more emotionally attuned and supportive learning climate one that prioritizes pupils\u0026rsquo; holistic development rather than solely cognitive outcomes. These results underscore the importance of redesigning assessment paradigms to be not only equitable and inclusive but also emotionally responsive and developmentally appropriate.\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, SEL-integrated assessment had a strong impact on various dimensions of academic engagement, including cognitive, behavioral, affective, future aspirations, peer support, and teacher\u0026ndash;pupil relationships. The total SEI scores for the intervention group rose significantly (mean difference\u0026thinsp;=\u0026thinsp;+\u0026thinsp;0.54, Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;1.04), with medium to large effect sizes across subscales. This aligns with research by [55; 53; 58], who demonstrated that classrooms with emotionally supportive climates yielded higher levels of academic engagement. Furthermore, the study by [13;10;16] confirmed that relational-based assessment practices strengthen pupil participation and academic interest. The gains in peer and teacher relationships also mirror findings from [10; 19], who noted that social bonding in school fosters sustained academic motivation. Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e results revealed that SEL-integrated assessment significantly enhanced pupils\u0026rsquo; resilience, with improvements in emotional regulation, problem-solving, persistence, and confidence under pressure. The total CD-RISC-10 score increased by +\u0026thinsp;0.48 (Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;0.86), and the medium effect size (η\u0026sup2; = 0.06) underscores the robustness of these findings. These outcomes are consistent with empirical studies such as the work by [9; 1], which showed that pupils who participate in SEL programs develop stronger coping mechanisms and adaptability skills.\u003c/p\u003e\u003cp\u003e[15; 56] also emphasized that structured classroom practices that integrate emotional skills training can act as protective factors against stress and adversity. The results also echo findings from Ungar (2011), who highlighted the role of school-based relational resilience in youth development. The results in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e clearly show that pupils exposed to SEL-integrated assessment exhibited significantly lower scores on the DASS-21, including its subcomponents of stress, anxiety, and depression. The intervention group showed a mean reduction of \u0026minus;\u0026thinsp;0.58 in overall mental distress (Cohen\u0026rsquo;s d = \u0026minus;\u0026thinsp;0.89), with consistent decreases in stress (\u0026ndash;0.59), anxiety (\u0026ndash;0.54), and depression (\u0026ndash;0.59), all with large effect sizes. These findings are supported by research from [30; 13; 38], who found that SEL programs significantly reduce internalizing symptoms among school-aged children. Moreover, [19; 28; 29] found that integrating SEL in classrooms led to improved cortisol regulation, indicative of reduced stress levels. The moderation analysis showing resilience as a buffer against distress further confirms the interplay between emotional competence and mental health, supporting findings by [28; 30; 66]. In summary, all four hypotheses received empirical support through statistically significant findings and meaningful effect sizes. These results are consistent with a large body of SEL research, suggesting that when assessments are designed to be emotionally intelligent, pupil-centered, and relationship-driven, they can yield holistic educational benefits. SEL-integrated assessment is not merely a pedagogical enhancement but a foundational strategy for promoting the cognitive, emotional, and psychological development of learners. Future studies should explore longitudinal impacts and contextual adaptations to scale such interventions across diverse educational settings.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study set out to examine the impact of Social and Emotional Learning (SEL)-integrated assessment practices on pupil well-being, academic engagement, resilience, and mental health outcomes in basic education settings in Ghana. Drawing on robust statistical analyses, including ANCOVA, regression, moderation, mediation, and pre\u0026ndash;post intervention comparisons, the findings provide compelling evidence that embedding SEL principles into assessment practices yields significant psychosocial and academic benefits for learners. Across all four hypotheses, pupils who experienced SEL-informed assessment practices demonstrated significantly higher levels of psychological well-being, stronger academic engagement across cognitive, behavioral, and affective domains, enhanced resilience including emotional regulation and persistence under pressure and marked reductions in stress, anxiety, and depressive symptoms. Effect sizes were consistently moderate to large, and the interventions showed strong internal consistency and replicability, suggesting that these results are not only statistically significant but also practically meaningful in the educational context. The moderated effects, particularly by gender and resilience levels, further highlight the nuanced ways in which SEL interacts with individual learner characteristics to produce differential outcomes. Moreover, the mediation analysis confirmed that self-awareness a core SEL competency served as a mechanism through which assessment influenced well-being, indicating the importance of targeting specific SEL domains within pedagogical design. Taken together, the study offers timely and actionable insights for policymakers, curriculum developers, and educators. It underscores the transformative potential of reimagining assessment not merely as a tool for measuring learning, but as a lever for enhancing holistic pupil development. In contexts like Ghana, where exam-oriented systems dominate, these findings advocate for a shift toward more inclusive, human-centered approaches to teaching and assessment.\u003c/p\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003eRecommendations\u003c/h2\u003e\u003cp\u003eBased on the compelling evidence generated from this study, it is recommended that educational policymakers in Ghana and similar contexts formally incorporate Social and Emotional Learning (SEL) competencies into national curriculum and assessment frameworks. The integration of SEL into classroom assessments particularly formative and reflective assessments\u0026mdash;should be promoted as a means of supporting both academic outcomes and pupil well-being. Curriculum developers and teacher training colleges should prioritize the development of assessment tools and rubrics that align with SEL domains such as self-awareness, emotional regulation, relationship-building, and responsible decision-making. Furthermore, schools and education directorates should invest in sustained professional development programs to equip teachers with the skills to design and implement SEL-informed assessments effectively. These capacity-building efforts should not only focus on pedagogical techniques but also include modules on teacher empathy, trauma-informed teaching, and mental health awareness. Such interventions will ensure that SEL is not treated as an add-on but is embedded in the core instructional and evaluative practices of educators. School leaders should also establish supportive school climates that reinforce the SEL competencies being assessed, thus fostering consistency between classroom instruction, assessment, and school-wide culture. Finally, it is recommended that ministries of education and research institutions support further longitudinal and context-specific studies on the effects of SEL-integrated assessments, especially in under-resourced and rural schools. Evaluative frameworks should be developed to monitor the impact of these assessments on dropout rates, psychosocial resilience, gender equity, and inclusive education goals. By embedding SEL-informed assessment into national education quality assurance systems, stakeholders can ensure that learning environments are not only academically rigorous but also emotionally nurturing and socially responsive.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003eImplications for Practice\u003c/h2\u003e\u003cp\u003eThe findings from this study have significant implications for educational practice, particularly within basic schools in Ghana and similar low- to middle-income contexts. First, the results suggest a pressing need for curriculum and assessment reform. Educational authorities such as the Ghana Education Service and the National Council for Curriculum and Assessment (NaCCA) should consider embedding Social and Emotional Learning (SEL) competencies into national assessment frameworks. Rather than treating assessment purely as a measure of cognitive attainment, this study reinforces the idea that assessment can be a developmental tool to nurture emotional intelligence, well-being, and interpersonal skills in learners. Secondly, the study underscores the critical role of teacher professional development in operationalizing SEL-integrated assessment. Teachers require targeted training to acquire the knowledge and skills needed to assess not just what students know, but how they feel, cope, and engage. Integrating SEL into pre-service teacher training and continuous professional development programs would enable educators to create more inclusive, empathetic, and emotionally responsive classrooms. Such training should emphasize relational pedagogy, formative assessment strategies, emotional literacy, and culturally grounded SEL techniques that resonate with Ghanaian learners.\u003c/p\u003e\u003cp\u003eAdditionally, the study has implications for school-based mental health promotion. The documented reductions in pupil stress, anxiety, and depression demonstrate that classroom-based SEL-integrated assessments can serve as low-cost, non-clinical interventions to support mental wellness. Mental health professionals, including school counselors and educational psychologists, should collaborate with classroom teachers to develop assessment routines that foster emotional safety, self-awareness, and resilience in pupils. Embedding mental health support within everyday teaching and learning processes also helps reduce stigma and ensures timely psychosocial support. The study also brings to light the issue of equity and inclusion in assessment. Traditional, high-stakes testing environments often disadvantage pupils who are emotionally vulnerable or who do not thrive under pressure. SEL-integrated assessment offers a more equitable and student-centered approach by valuing diverse learner strengths, acknowledging socio-emotional contexts, and encouraging self-reflection and peer support. This aligns with Sustainable Development Goal (SDG) 4.7, which promotes inclusive and equitable education that supports learners\u0026rsquo; holistic development.\u003c/p\u003e\u003cp\u003eMoreover, the strong moderating effect of resilience on mental health outcomes in the study emphasizes the importance of building resilience as a deliberate pedagogical goal. Teachers should incorporate daily practices that promote coping skills, adaptability, emotional regulation, and a growth mindset. These skills can help pupils navigate academic and social challenges more effectively, particularly in contexts of adversity or resource scarcity. Finally, the study suggests that successful implementation of SEL-integrated assessment requires supportive policy environments and adequate resource allocation. Policymakers must design national guidelines and incentives to encourage the adoption of emotionally intelligent teaching. Investments in SEL tools, culturally relevant learning materials, classroom observation instruments, and teacher support systems are essential to ensure scalability and sustainability. Overall, this study affirms that integrating SEL into assessment is not a peripheral innovation, but a transformative strategy that can shape the future of basic education in Ghana and beyond.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003eLimitations of the Study\u003c/h2\u003e\u003cp\u003eOne key limitation of this study lies in its quasi-experimental design, which, although robust in detecting differences between intervention and control groups, lacks the full rigor of randomized controlled trials (RCTs). The non-random assignment of participants may introduce selection bias, where differences in baseline characteristics could have influenced the observed outcomes despite statistical adjustments. While the use of ANCOVA helped control for pre-test differences, causality cannot be firmly established. Future research employing true experimental designs across multiple regions would enhance the internal validity of the findings. Secondly, the generalizability of the findings may be limited due to the specific context of the study, which was conducted within selected public basic schools in Ghana. Cultural, linguistic, and socio-economic factors unique to the Ghanaian educational system may influence how SEL is perceived, implemented, and experienced by pupils and teachers. As such, the findings may not be directly transferable to other educational systems without contextual adaptation. Further cross-cultural validation is needed to determine the extent to which similar outcomes can be expected in other sub-Saharan African or low- and middle-income country contexts. Another limitation pertains to the reliance on self-reported data for key constructs such as well-being, academic engagement, resilience, and mental health. While standardized and validated instruments were employed, self-report measures are inherently susceptible to social desirability bias and individual interpretation of items. Additionally, teacher- or observer-rated data could have complemented the quantitative results to provide a more triangulated perspective. Future studies should consider a mixed-methods approach to capture a more holistic understanding of how SEL-integrated assessment impacts learners in diverse classroom environments.\u003c/p\u003e\u003c/div\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u0026bull; \u003cb\u003eSEL\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eSocial and Emotional Learning\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u0026bull; \u003cb\u003eMHC\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003e\u003cb\u003eSF\u003c/b\u003e\u0026ndash;Mental Health Continuum\u0026ndash;Short Form\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u0026bull; \u003cb\u003eSEI\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003ePupil Engagement Instrument\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u0026bull; \u003cb\u003eCD\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003e\u003cb\u003eRISC\u003c/b\u003e\u0026ndash;\u003cb\u003e10\u003c/b\u003e\u0026ndash;Connor\u0026ndash;Davidson Resilience Scale\u0026ndash;10 Item Version\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u0026bull; \u003cb\u003eDASS\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003e\u003cb\u003e21\u003c/b\u003e\u0026ndash;Depression, Anxiety, and Stress Scale\u0026ndash;21 Items\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u0026bull; \u003cb\u003eCI\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eConfidence Interval\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u0026bull; \u003cb\u003eη\u0026sup2;\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003ePartial Eta Squared (effect size)\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u0026bull; \u003cb\u003eSDG\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eSustainable Development Goal\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u0026bull; \u003cb\u003eUEW\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eUniversity of Education, Winneba\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003e\u0026bull; \u003cb\u003eWHO\u003c/b\u003e\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eWorld Health Organization\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics Approval and Consent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki and received approval from the Institutional Review Board (IRB) of the University of Education, Winneba. Given that all participants were school-aged children between 10 and 15 years, additional ethical safeguards were implemented to protect the rights and well-being of minors. Official permissions were obtained from the Ghana Education Service and the respective school authorities. Prior to data collection, \u003cstrong\u003einformed consent was secured from parents or legal guardians\u003c/strong\u003e\u003cstrong\u003e,\u0026nbsp;\u003c/strong\u003eand\u003cstrong\u003e\u0026nbsp;\u003cstrong\u003eassent was obtained from all participating pupils under the age of 18\u003c/strong\u003e\u003c/strong\u003e. The study team provided age-appropriate explanations of the research purpose, procedures, potential risks, and benefits. Participation was voluntary, and pupils were informed of their right to withdraw from the study at any time without facing any academic or social consequences. All data were anonymized, securely stored, and treated as confidential to uphold participants\u0026rsquo; privacy and dignity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for Publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable. The study did not involve identifiable personal data, images, or multimedia content requiring publication consent.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of Data and Materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData supporting the findings of this study are available from the corresponding author, Simon Ntumi, upon reasonable request. Due to ethical considerations and protection of participant privacy, raw datasets will not be shared publicly. Access will be granted following UEW\u0026rsquo;s ethical review protocols.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests. The study was independently designed, executed, and reported without external influence.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research was entirely self-funded. No external grants, sponsorships, or institutional funds were received, ensuring the objectivity and independence of the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors extend deep appreciation to the pupils who participated in the study. Sincere thanks are also due to the school heads, research assistants, and field officers who supported data collection and logistics. Appreciation is given to the Departments of Educational Foundations and Counselling Psychology at the University of Education, Winneba, for their technical and administrative support.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003ch3\u003e\u003cstrong\u003eAuthors\u0026rsquo; Contributions\u003c/strong\u003e\u003c/h3\u003e\n\u003cp\u003e\u003cstrong\u003eSimon Ntumi\u003c/strong\u003e conceptualized the study, led the research design, supervised data collection, performed the main statistical analyses, and drafted the manuscript.\u003cbr\u003e\u003cstrong\u003eCourage Kodzo Kwaku\u003c/strong\u003e contributed to the design of the intervention model, coordinated fieldwork activities, and supported data interpretation and literature review.\u003cbr\u003e\u003cstrong\u003eKofi Agyemang\u003c/strong\u003e assisted in adapting and validating the measurement instruments for the Ghanaian context, managed data quality assurance, and contributed to editing the manuscript.\u003cbr\u003e\u003cstrong\u003eBenjamin Nyarko\u003c/strong\u003e facilitated participant recruitment and school liaison, assisted with ethical approval processes, and contributed to the discussion and policy implications sections.\u003c/p\u003e\n\u003cp\u003eAll authors reviewed and approved the final manuscript and are accountable for the integrity and accuracy of the content.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAirin, P. \u0026amp; Md Sharif, K. 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(eds) \u003cem\u003eBuilding academic success on social and emotional learning: What does the research say?\u003c/em\u003e (Teachers College, 2004).\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Social-Emotional Learning, Assessment Reform, Pupil Well-being, Basic Education, Resilience, Ghana","lastPublishedDoi":"10.21203/rs.3.rs-6901638/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6901638/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cem\u003eIn the context of growing concerns over learners\u0026rsquo; mental health and disengagement in test-driven environments, there is an urgent need to reimagine assessment as a catalyst for holistic development. This study examined the impact of integrating Social-Emotional Learning (SEL) competencies into classroom assessment on pupil well-being, academic engagement, resilience, and mental health outcomes in basic schools across Ghana. Conducted in six public schools from three geographically diverse regions (urban, peri-urban, and rural), the study utilized a pre-test/post-test control group design involving 360 pupils aged 10\u0026ndash;15 years. Participants were randomly assigned to either an intervention group (n\u0026thinsp;=\u0026thinsp;180), which received SEL-integrated assessment practices, or a control group (n\u0026thinsp;=\u0026thinsp;180), which continued with traditional assessments. Standardized psychometric instruments the MHC\u0026ndash;SF, SEI, CD-RISC-10, and DASS-21 were used to assess key outcomes at two time points. Results showed significant improvements in overall well-being in the SEL group (F(1, 357)\u0026thinsp;=\u0026thinsp;15.62\u003c/em\u003e, p\u0026thinsp;\u003cem\u003e\u0026lt;\u0026thinsp;.001, η\u0026sup2; = 0.08\u003c/em\u003e, d\u0026thinsp;\u003cem\u003e=\u0026thinsp;0.57), with increases across emotional (η\u0026sup2; = 0.07), social (η\u0026sup2; = 0.06), and psychological (η\u0026sup2; = 0.07) subdomains. Regression analysis indicated that SEL exposure significantly predicted higher well-being (β\u0026thinsp;=\u0026thinsp;0.42\u003c/em\u003e, p\u0026thinsp;\u003cem\u003e\u0026lt;\u0026thinsp;.001\u003c/em\u003e, R\u0026sup2; \u003cem\u003e= 0.24), with stronger effects among females (β\u0026thinsp;=\u0026thinsp;0.19\u003c/em\u003e, p\u0026thinsp;\u003cem\u003e=\u0026thinsp;.045). Academic engagement also improved substantially (F(1, 357)\u0026thinsp;=\u0026thinsp;18.74\u003c/em\u003e, p\u0026thinsp;\u003cem\u003e\u0026lt;\u0026thinsp;.001, η\u0026sup2; = 0.09\u003c/em\u003e, d\u0026thinsp;\u003cem\u003e=\u0026thinsp;0.61), with gains in cognitive (β\u0026thinsp;=\u0026thinsp;0.37), behavioral (β\u0026thinsp;=\u0026thinsp;0.35), and emotional (β\u0026thinsp;=\u0026thinsp;0.40) engagement (\u003c/em\u003eR\u0026sup2; \u003cem\u003e= 0.26). Teacher\u0026ndash;pupil relationships (β\u0026thinsp;=\u0026thinsp;0.38) and peer collaboration (β\u0026thinsp;=\u0026thinsp;0.36) were also significantly enhanced. Regarding resilience, the SEL group scored higher overall (F(1, 357)\u0026thinsp;=\u0026thinsp;10.45\u003c/em\u003e, p\u0026thinsp;\u003cem\u003e=\u0026thinsp;.001, η\u0026sup2; = 0.06\u003c/em\u003e, d\u0026thinsp;\u003cem\u003e=\u0026thinsp;0.49), particularly in emotional regulation (β\u0026thinsp;=\u0026thinsp;0.33), adaptability (β\u0026thinsp;=\u0026thinsp;0.32), and confidence under pressure (β\u0026thinsp;=\u0026thinsp;0.38). Most critically, SEL-integrated assessment significantly reduced pupils\u0026rsquo; mental health symptoms, including stress (F\u0026thinsp;=\u0026thinsp;10.83, β = -0.34), anxiety (F\u0026thinsp;=\u0026thinsp;11.67, β = -0.36), and depression (F\u0026thinsp;=\u0026thinsp;12.90, β = -0.38), with an overall reduction in emotional distress (F(1, 357)\u0026thinsp;=\u0026thinsp;12.78\u003c/em\u003e, p\u0026thinsp;\u003cem\u003e\u0026lt;\u0026thinsp;.001, η\u0026sup2; = 0.07\u003c/em\u003e, d\u0026thinsp;\u003cem\u003e=\u0026thinsp;0.52). Resilience was found to significantly moderate the relationship between SEL exposure and improved mental health (β = -0.31\u003c/em\u003e, p\u0026thinsp;\u003cem\u003e=\u0026thinsp;.004\u003c/em\u003e, R\u0026sup2;Δ\u0026thinsp;\u003cem\u003e=\u0026thinsp;0.05). These findings affirm the transformative power of embedding SEL competencies into assessment practices, offering robust evidence for policy adoption in Ghana\u0026rsquo;s basic education system under SDG 4.7. The study recommends teacher training and systemic alignment to foster holistic development across cognitive, emotional, and psychosocial domains.\u003c/em\u003e\u003c/p\u003e","manuscriptTitle":"Assessing What Matters: Integrating Social-Emotional Learning (SEL) Competencies into Classroom Assessment to Promote Pupil Well-Being, Academic Engagement, Resilience, and Mental Health (Stress, Anxiety, and Depression) in Basic Schools in Ghana","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-02 11:06:29","doi":"10.21203/rs.3.rs-6901638/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-10-09T05:14:57+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-14T06:02:47+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-09T22:54:30+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"203299143696480392041408399518404439187","date":"2025-08-27T13:00:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"225942480506882224213441247088253800174","date":"2025-08-25T09:59:45+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-25T09:41:30+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-06-17T09:35:26+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-06-16T10:15:53+00:00","index":"","fulltext":""},{"type":"submitted","content":"Scientific Reports","date":"2025-06-16T04:54:01+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"df558aa1-0baa-4621-999d-f290722dd07f","owner":[],"postedDate":"September 2nd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[{"id":53796367,"name":"Biological sciences/Psychology"},{"id":53796368,"name":"Health sciences/Health occupations"}],"tags":[],"updatedAt":"2025-12-29T16:02:32+00:00","versionOfRecord":{"articleIdentity":"rs-6901638","link":"https://doi.org/10.1038/s41598-025-33328-5","journal":{"identity":"scientific-reports","isVorOnly":false,"title":"Scientific Reports"},"publishedOn":"2025-12-22 15:58:14","publishedOnDateReadable":"December 22nd, 2025"},"versionCreatedAt":"2025-09-02 11:06:29","video":"","vorDoi":"10.1038/s41598-025-33328-5","vorDoiUrl":"https://doi.org/10.1038/s41598-025-33328-5","workflowStages":[]},"version":"v1","identity":"rs-6901638","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6901638","identity":"rs-6901638","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}