Socio-emotional education and prevention of controlling relationships in students of Basic General Education: a study in the Ecuadorian context
Keywords:
social-emotional education; social-emotional learning; interpersonal relationships; controlling behaviors; emotional self-regulationAbstract
Introduction: Social-emotional learning (SEL) is becoming an essential component of contemporary educational systems due to its contribution to students' holistic development and the prevention of dysfunctional relational behaviors. In the Ecuadorian context, strengthening SEL is especially relevant for preventing controlling dynamics, emotional dependency, and conflicts in peer relationships during adolescence. The objective of this study is to analyze the role of SEL in preventing controlling relationships among students in Basic General Education. Materials and methods: A mixed-methods approach, with a descriptive-analytical scope, was used with a sample of 60 students (8th, 9th, and 10th grades; 12-15 years old) and 10 teachers. A Likert-type survey (1-5) was administered to students and teachers, and semi-structured interviews were conducted with education professionals. Results: The results show that competencies such as empathy, assertive communication, and self-awareness foster relationships based on respect and autonomy. However, emotional self-regulation showed the lowest mean (M = 3.28/5), and a segment of students reported behaviors associated with jealousy or surveillance: 21.7% indicated discomfort when a friend shared with other people, and 16.6% considered it acceptable to check another person's phone. Discussion: The integration of quantitative and qualitative findings suggests that social-emotional education can operate as a preventive strategy at three levels: strengthening self-awareness and self-regulation, developing empathy and assertive communication, and building relational agreements based on respect and boundaries. Conclusions: It is concluded that strengthening social-emotional education through systematic actions constitutes a key preventive strategy to promote healthy relationships and improve socio-emotional well-being in the Ecuadorian educational system.
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Copyright (c) 2026 Evelin Liliana Callaveral Bolaños , Julio César Callaveral Angulo, Rita Bolaños Mosquera
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