Social Emotional Learning (SEL) as a Protective Factor Against the Negative Impact of Social Media Over-Exposure on Students' Mental Health: A Systematic Literature Review

Abstract

The increasing use of social media among students has generated multifaceted impacts on mental health, particularly under conditions of excessive exposure (Over-Exposure). A growing body of empirical and review evidence indicates that intensive and uncontrolled social media use is consistently associated with heightened anxiety, depression, sleep disturbances, low self-esteem, body image distortion, cyberbullying, and declining academic performance—outcomes that are mediated not only by exposure intensity but also by students' limited capacity for emotional regulation, adaptive coping, and responsible digital decision-making. This systematic literature review aims to critically examine the role of Social Emotional Learning (SEL) as a protective mechanism against the negative psychological impacts of social media Over-Exposure on students' mental health. A systematic search was conducted across three databases—Google Scholar, Scopus, and Web of Science—using predefined keywords and covering publications from 2019 to 2025. Guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) procedures, a total of 57 records were initially retrieved, with 13 articles meeting the established inclusion criteria. Critical synthesis of the findings reveals that SEL consistently contributes to improvements in emotional regulation, self-awareness, empathy, psychological resilience, and adaptive coping skills, thereby reducing the risk of mental health problems associated with excessive social media exposure. Notably, studies diverge in their explanations of the psychological mechanisms involved: whereas some emphasize rumination and cognitive overload as key mediators, others highlight threat appraisal and coping capacity as central processes. A conceptual framework is proposed to illustrate how SEL functions as a multilevel protective system within the digital context. These findings support the systematic integration of SEL into school curricula as an evidence-based preventive strategy to promote students' mental health and digital well-being in the contemporary era.