Social and Emotional Learning (SEL): The Role of Nurse Educators in Preventing Depression among Nursing Students

Abstract

The transition from a VUCA world characterized by volatility, uncertainty, complexity, and ambiguity to a BANI world represents an era of chaos that accelerates psychosocial fragility among youth. Enhancing Social and Emotional Learning (SEL) is a vital strategy in nursing education for preventing depression within high-risk groups, such as nursing students. This academic article aims to present the concepts of SEL and the roles of nursing faculty in promoting SEL skills to prevent depression in nursing students. The promotion of SEL skills in nursing students must be driven through the proactive roles of nursing faculty acting as role models. Faculty members should demonstrate cognitive processes, feelings, actions, and clearly design learning outcomes for SEL skill enhancement. These outcomes must encompass emotional regulation, positive communication, and responsible decision-making. This approach should be implemented alongside creating a psychologically safe space that accepts questioning and mistakes without blame, while integrating mindfulness practice and cognitive reframing. Such efforts will cultivate social and emotional readiness in nursing students, enabling them to effectively cope with pressures from education, clinical practice, and daily life.