Saha, SomnathChadni, Sultana2026-04-052026-04-0520252025-12ID 22157011http://hdl.handle.net/10361/27754Cataloged from PDF version of thesis.Includes bibliographical references (pages 82-87).This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education in Educational Leadership and School Improvement, 2025.This study explores how teachers in private English medium schools in Dhaka perceive and implement Social-Emotional Learning (SEL) in Grade 3–4 classrooms. It focuses on teachers’ understanding of SEL, their classroom practices, and the challenges they face in the absence of formal SEL policies or structured training. Using a qualitative approach, the study draws on in-depth interviews with five teachers and classroom observations from two schools following international curricula. Findings indicate that teachers value SEL and integrate it informally through emotional support, relationship-building, and classroom management to promote student well-being. However, these practices are largely intuition-driven rather than guided by structured frameworks, resulting in variation across classrooms. The consistent implementation of SEL is further constrained by time limitations, academic pressure, limited professional training, and uneven institutional support. The study highlights the need for clearer guidance, capacity-building, and contextually relevant SEL strategies to strengthen socio-emotional learning in private English medium school settings.129 pagesenBRAC University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.Social-emotional learningTeacher perceptionClassroom practicesSocial learning.Teachers’ perception.Classroom interaction.Thesis