Practical principles for school-based SEL implementation: perspectives from Australian education professionals

Introduction Schools are increasingly implementing social and emotional learning (SEL) programs to support student mental health and wellbeing. However, successful implementation often depends on the teachers and school-based professionals who facilitate or support program delivery. Therefore, this qualitative study examined factors influencing SEL implementation in Australian primary school settings from the perspectives of teachers, school leaders, guidance counsellors, and community support professionals. Methods Sixteen participants took part across eight individual interviews and two small-group interviews. Interview data were deductively coded using the Consolidated Framework for Implementation Research (CFIR), followed by an inductive analysis of program-design needs described across the dataset. Participants were recruited partly through prior involvement with Mind Maze, an SEL initiative developed by members of the research team, or through an expressed interest in SEL. Of the 13 participants with an applicable school affiliation, 11 (85%) worked in non-government schools. Results Ten CFIR constructs were raised by at least half of participants across program, individual, and school levels. Participants emphasised that SEL content should be brief, adaptable, curriculum-aligned, accessible, and responsive to varying teacher and student capability. These results informed five SMART SEL design principles: Succinct, Modular, Accessible, Reinforceable, and Targeted. Discussion Findings highlight the importance of designing SEL programs not only around student outcomes, but also around the practical conditions, teacher capabilities, and school wellbeing systems that shape classroom implementation.