A Model for Strengthening Social-Emotional Skills to Manage Academic Performance in Secondary Education

This chapter proposes the Model for Strengthening Socio-Emotional Competencies for Managing Academic Performance in public secondary education, applied to institutions in El Doncello, Caquetá. The model assumes that educational quality depends on teacher well-being and self-regulation, since self-awareness, empathy, relationship management, self-efficacy, and resilience influence the classroom climate, student motivation, and academic results. Based on emotional education and emotional competencies, and on normative frameworks for socio-emotional training, the proposal organizes a systematic intervention pathway to close gaps in continuing education, strengthen curriculum planning, and consolidate socio-emotionally safe school environments. Operationally, it is structured around three axes: (1) Socio-emotional, focused on awareness and training, follow-up on training, mindfulness, psychological support pathways, reflective journals, and reflection circles; (2) Pedagogical, aimed at integrating socio-emotional competencies into curricula, active methodologies, comprehensive assessment within the Institutional Educational System (IES), and the use of digital resources (rubrics, platforms, and repositories); and (3) Interinstitutional collaboration, designed to create support networks that sustain a socio-emotional culture. The chapter details objectives and activities for implementing, monitoring, and adjusting the model, seeking to have a lasting impact on academic performance.