Leadership's Role in Cultivating School Cultures Focused on Social and Emotional Learning (SEL) in International Education Across Asia

Abstract

The growth of international schools across Asia, along with a shift toward predominantly local student populations, has increased expectations for school leaders to foster cultures that support both academic excellence and social-emotional development. Despite the acknowledged importance of Social and Emotional Learning (SEL), little research has explored how leadership influences SEL-focused school culture in international schools across Asia. In this study, a qualitative interpretive approach was used, involving systematic document analysis and thematic synthesis of peer-reviewed literature from 2021 to 2024, sourced from the Journal of Research in International Education, the Asia Pacific Journal of Education, the East Asia Regional Council of Schools (EARCOS), and the International Baccalaureate (IB). From the results, four themes emerged. First, visionary leadership acts as a catalyst when SEL is positioned as a strategic institutional priority. Second, shared leadership is essential for sustainability in a sector characterized by relatively short leadership tenures. Third, culturally responsive adaptations are necessary to translate predominantly Western SEL frameworks into Confucian heritage and collectivist contexts. Finally, leaders must actively manage the tension between academic performance and student well-being by structurally aligning efforts. The findings emphasize the need for culturally responsive leadership training and ongoing organizational commitment. In the future, context-specific empirical research is recommended to better understand SEL-focused leadership in international schools across Asia.