Programas de desarrollo de competencias socioemocionales en contextos escolares latinoamericanos: una revisión sistemática

Magaly del Socorro  Bustos Coral

doi:10.58479/almanaque.2026.233

Authors

Magaly del Socorro Bustos Coral Universidad de los Andes (Colombia)

DOI:

https://doi.org/10.58479/almanaque.2026.233

Keywords:

sociemotional competencies, emotional education, educational programs, social-emotional learning, Latin America, school context

Abstract

Socio-emotional competencies have gained increasing relevance in education due to their contribution to the holistic development, learning, and well-being of children and adolescents. In the Latin American context, characterized by social, cultural, and technological transformations that pose new challenges to education systems, it is essential to identify current trends in the implementation of programs aimed at strengthening these competencies. The objective of this study was to analyze trends in socio-emotional competency development programs in Latin America through a systematic literature review based on the PRISMA protocol. To this end, 30 studies published between 2021 and 2026 and retrieved from SciELO, Latindex, Dialnet, and Google Scholar were examined. The results show a predominance of intervention studies using quasi-experimental and descriptive designs, conducted primarily in primary and secondary education institutions. The programs analyzed focus on strengthening competencies such as emotional intelligence, self-esteem, empathy, resilience, social skills, peaceful coexistence, responsible decision-making, and emotional self-regulation. Positive effects are also reported in terms of educational inclusion, academic performance, reduced aggressive behavior, and improved school climate. However, limitations persist regarding limited curricular integration, low levels of family and community involvement, insufficient teacher training, and the absence of long-term follow-up assessments. It is concluded that these programs constitute effective strategies for promoting students’ holistic development; however, their sustainability requires greater institutionalization and coordinated action among teachers, families, communities, and government agencies.

Author Biography

Magaly del Socorro Bustos Coral , Universidad de los Andes (Colombia)

Magaly Bustos-Coral is a psychologist who graduated from the University of the Andes and holds a Master’s Degree in Education, with an emphasis on Cognition, Learning, and Creativity in Educational Contexts, from Pontificia Universidad Javeriana. She also holds an international certification in Collaborative and Dialogic Practices, with training in systems thinking and appreciative inquiry methodologies, from Sistemas Humanos and the Galveston Institute in the United States. Her professional career has focused on supporting learning processes in undergraduate and graduate programs, with particular emphasis on human development, family, inclusion, and diversity. She has participated in academic initiatives aimed at strengthening educational practices that are responsive to individual differences and at promoting more equitable learning environments. She supervises practicum experiences in socio-educational inclusion in the Department of Psychology at Pontificia Universidad Javeriana and is also a member of the university’s Resilio Research Group. Her research contributions have focused on family, resilience, and education from a systemic perspective.