Bibliometric analysis of social inclusion and emotional competence in Asia

Abstract

Social–emotional learning (SEL) and socio-emotional development have become central to inclusive education, particularly as schools respond to widening mental-health needs, adverse childhood experiences, and diverse special educational needs (SEN). This bibliometric study maps the intellectual structure and emerging research fronts of SEL implementation and socio-emotional development in inclusive schooling from 2016 to January 2026. Using peer-reviewed publications drawn from major indexed databases and analysed through performance indicators (annual output, sources, authorship patterns) and science-mapping techniques (co-word networks, thematic clustering, and conceptual evolution using tools such as Bibliopro, we identify dominant thematic concentrations and gaps. Findings indicate a rapidly expanding knowledge base anchored in (i) inclusive education and social–emotional competencies of learners with and without SEN, (ii) school climate and inclusive practices shaping belonging, social participation, and well-being, (iii) teacher social–emotional and emotional competence (e.g., self-efficacy, emotionally supportive relationships) as a key mechanism influencing student integration and outcomes, and (iv) intervention research in early childhood and primary schooling, including structured SEL curricula and resilience-building programs. Across themes, the literature increasingly links SEL to student mental-health indicators (internalizing/externalizing behaviour, school well-being, social functioning) and highlights implementation conditions (fidelity, inclusivity, context sensitivity) that determine impact. The study contributes a field-level evidence map to guide future research toward more rigorous designs, stronger inclusion-specific measurement, and scalable teacher-supported models for equitable socio-emotional and mental-health outcomes in inclusive primary classrooms.