Jinyu Wang

This paper examines the integration of Social and Emotional Learning (SEL) into Chinese high school policy frameworks as a strategy to reduce student stress arising from academic competition and family expectations. The paper argues that China's exam-oriented educational culture has limited the development of systematic SEL programs despite growing concerns about adolescent mental health. Focusing on self-management as a core SEL competency, the study proposes a multi-level policy framework involving government agencies, schools, teachers, students, and families. Key policy recommendations include integrating SEL into the national curriculum framework, establishing a National SEL Awareness Advocacy Day, developing teacher social-emotional competence standards and training systems, and strengthening school-based mental health support services. The paper emphasizes that effective implementation requires collaboration among stakeholders and adaptation to local educational contexts. By institutionalizing SEL within educational policy, the proposed framework aims to enhance students' emotional well-being, self-regulation, academic motivation, and overall development while alleviating psychological pressure in Chinese high schools.

Social and Emotional Learning (SEL) ; Student Stress ; Self-Management ; Educational Policy ; Chinese High Schools

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