SEL and Resilience: Understanding the Emotional Well-being of Emerging Adults in Costa Rica

• In Event: Roundtable Session 14
  In Refereed Roundtable Session: Navigating Inequality in Higher Education: Student Identity, Resilience, and Emerging Supports

Proposal

Mental health challenges among young people, especially college students, have become a major concern globally. Emerging adults, typically defined as individuals between the ages of 18-29, are usually more vulnerable to mental health issues as they navigate major life changes and responsibilities. The academic pressures, social transitions, and developmental changes that characterize this stage of life can significantly affect emotional well-being (Haider & von Stumm, 2022). Given the amount of time students spend in educational settings, schools and universities should play a proactive role in supporting student mental health (Kutcher and Wei, 2020). Social-Emotional Learning (SEL) has emerged as an important approach providing students with tools to manage emotions, build healthy relationships, and navigate challenges effectively. However, in many Latin American countries, including Costa Rica, mental health remains a stigmatized topic. This cultural stigma often leads to a lack of open dialogue and inadequate implementation of mental health support programs in education. As a result, initiatives like SEL are less prevalent there, despite their ability to positively impact the students' overall well-being.

CASEL Framework
This study is grounded in the Social and Emotional Learning (SEL) framework developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL), which outlines five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Bailey & Weiner, 2022). This framework has been adapted for use in higher education institutions. Additionally, resilience is highlighted as a key factor in how young people cope with adversity and achieve positive outcomes, with a focus on strengthening protective factors while mitigating risks (LaBelle, 2019).

The purpose of this research is to explore how SEL is implemented in higher education institutions in Costa Rica and how it contributes to students’ emotional well-being and mental health. It also considers how cultural values, specifically pura vida, which conveys optimism, solidarity, and gratitude, influence students’ daily experiences and resilience. The research questions the researcher will address are:
How do cultural values in Costa Rica, like Pura Vida, shape the implementation and reception of SEL programs for emerging adults?
How do emerging adults in Costa Rica define and experience resilience in their academic and professional pursuits?
How do social support systems (family, friends, mentors) influence resilience-building in Costa Rican emerging adults?

The research was conducted at the University of Costa Rica, with a participant sample comprising 20 university students, both male/female, residing in the San José area, recruited through snowball sampling. Data collection methods included semi-structured qualitative interviews with the students and field observations.

Preliminary findings reveal limited SEL integration in Costa Rican universities. Students rely heavily on family and peer support to build resilience. While pura vida fosters optimism and communal trust, many feel it is inconsistently reflected in academia. One student warned that it risks becoming “just a marketing legend” amid growing educational inefficiencies and institutional disconnection. This research contributes to the understanding of SEL and resilience in higher education within Latin America, addressing cultural influences and promoting dialogue on mental health, emotional well-being, and student support.

Author

• Leandra Gonzalez Perez, Soka University of America