HIDDEN CURRICULUM AND SOCIAL-EMOTIONAL LEARNING (SEL) IN DIVERSE CLASSROOMS

Abstract

This study investigated the relationship between hidden curriculum and socio-emotional learning in secondary schools in Imo state, A correlational research design was used and 486 school staff were sampled through stratified random sampling across urban and rural public and private secondary schools in Imo state. Data were collected using a validated questionnaire titled Hidden Curriculum and Socio-Emotional Learning Questionaire, (HCASELQ) and the data retrieved were analyzed using Pearson Product Moment Correlation Coefficient at a 0.05 significance level. The findings revealed a very strong and significant relationship between hidden curriculum and socio-emotional learning. The study concluded that hidden curriculum is critical in strengthening socio-emotional learning in secondary schools in Imo state. It recommends strengthening communication systems, institutionalizing negotiation training, promoting participatory decision-making.