The impact of social and emotional learning on personality socialization and the development of communicative competence in the context of contemporary society

The article provides a theoretical rationale for the importance of social and emotional learning (SEL) as an innovative educational practice that promotes the socialization of individuals and the development of communicative competence amid current societal challenges, particularly in the context of the war in Ukraine. The relevance of the topic stems from widespread psychological trauma, growing emotional instability, disrupted social ties, and the urgent need to build a resilient and cohesive civil society. The study analyzes academic approaches to understanding SEL, highlights the roles of educators and psychologists in its implementation, and outlines the key components of the “Veseli Druzi” (Joyful Friends) and “Zerna” (Seeds) programs, developed with the support of the Ministry of Education and Science of Ukraine, The LEGO Foundation, and the Harvard Graduate School of Education. It is substantiated that SEL fosters essential life skills such as selfregulation, empathy, responsible decision-making, and nonviolent communication, which are critical for effective personal adaptation in crisis and post-crisis contexts. The research is grounded in a comprehensive methodological framework, including document analysis, content analysis, comparative legal methods, and the examination of innovative case studies. The article presents an analytical overview of current Ukrainian and international practices of SEL implementation in educational institutions. The findings emphasize the need for scientific reflection, localization, and systematic integration of SEL into Ukraine’s educational policy to nurture an emotionally healthy and socially responsible generation.