Assessing What Matters: Integrating Social-Emotional Learning (SEL) Competencies into Classroom Assessment to Promote Pupil Well-Being, Academic Engagement, Resilience, and Mental Health (Stress, Anxiety, and Depression) in Basic Schools in Ghana

In the context of growing concerns over learners’ mental health and disengagement in test-driven environments, there is an urgent need to reimagine assessment as a catalyst for holistic development. This study examined the impact of integrating Social-Emotional Learning (SEL) competencies into classroom assessment on pupil well-being, academic engagement, resilience, and mental health outcomes in basic schools across Ghana. Conducted in six public schools from three geographically diverse regions (urban, peri-urban, and rural), the study utilized a pre-test/post-test control group design involving 360 pupils aged 10–15 years. Participants were randomly assigned to either an intervention group (n = 180), which received SEL-integrated assessment practices, or a control group (n = 180), which continued with traditional assessments. Standardized psychometric instruments the MHC–SF, SEI, CD-RISC-10, and DASS-21 were used to assess key outcomes at two time points. Results showed significant improvements in overall well-being in the SEL group (F(1, 357) = 15.62 , p  < .001, η² = 0.08 , d  = 0.57), with increases across emotional (η² = 0.07), social (η² = 0.06), and psychological (η² = 0.07) subdomains. Regression analysis indicated that SEL exposure significantly predicted higher well-being (β = 0.42 , p  < .001 , R² = 0.24), with stronger effects among females (β = 0.19 , p  = .045). Academic engagement also improved substantially (F(1, 357) = 18.74 , p  < .001, η² = 0.09 , d  = 0.61), with gains in cognitive (β = 0.37), behavioral (β = 0.35), and emotional (β = 0.40) engagement ( R² = 0.26). Teacher–pupil relationships (β = 0.38) and peer collaboration (β = 0.36) were also significantly enhanced. Regarding resilience, the SEL group scored higher overall (F(1, 357) = 10.45 , p  = .001, η² = 0.06 , d  = 0.49), particularly in emotional regulation (β = 0.33), adaptability (β = 0.32), and confidence under pressure (β = 0.38). Most critically, SEL-integrated assessment significantly reduced pupils’ mental health symptoms, including stress (F = 10.83, β = -0.34), anxiety (F = 11.67, β = -0.36), and depression (F = 12.90, β = -0.38), with an overall reduction in emotional distress (F(1, 357) = 12.78 , p  < .001, η² = 0.07 , d  = 0.52). Resilience was found to significantly moderate the relationship between SEL exposure and improved mental health (β = -0.31 , p  = .004 , R²Δ  = 0.05). These findings affirm the transformative power of embedding SEL competencies into assessment practices, offering robust evidence for policy adoption in Ghana’s basic education system under SDG 4.7. The study recommends teacher training and systemic alignment to foster holistic development across cognitive, emotional, and psychosocial domains.