ABSTRACT The aim of this study is to examine the theoretical foundations, core components, and educational significance of social-emotional learning (SEL) from a holistic perspective. Today, the strong focus of education systems on cognitive achievement often causes students’ social and emotional development to remain in the background. This situation may lead to various problems in students’ psychological well-being, behavior regulation, and social adaptation. The main problem of this study is that contemporary educational practices do not sufficiently and systematically support social-emotional skills. The purpose of the study is to present the theoretical background of SEL and to evaluate its effects on students’ academic, behavioral, and emotional development in the light of recent literature. The study is grounded in Bandura’s self-efficacy theory, Vygotsky’s social interaction-based learning approach, and the SEL framework developed by CASEL. The findings indicate that SEL increases academic achievement, reduces problem behaviors, and contributes significantly to the development of a positive school climate. In conclusion, SEL is considered a fundamental component that supports students’ holistic development in contemporary education systems. Considering the results of our study, the following recommendations can be made: teacher training should be strengthened, measurement and evaluation systems should be restructured, school-based psychosocial support should be increased, awareness studies should be conducted for families, and academic monitoring studies should be increased. Keywords: Social-emotional learning, SEL, emotional development in education, self-efficacy, positive school climate, holistic education.