Supporting Adolescent Health And Well-Being (Sdg 3)Through Mindfulness And Social Emotional Learning: ASystematic Review

Abstract

Adolescent mental health challenges have increased significantly in recent years,
highlighting the need for effective school-based interventions that support emotional well-being.
In alignment with Sustainable Development Goal (SDG) 3, this systematic literature review aims
to examine the implementation and outcomes of mindfulness and social emotional learning
(SEL) interventions for adolescents. The study employed the PRISMA framework and a PICOS
model to identify and analyze relevant peer-reviewed articles published between 2015 and 2025.
Searches were conducted through Google Scholar using keywords related to mindfulness, SEL,
adolescent mental health, and well-being. After applying inclusion and exclusion criteria, six
studies were reviewed in-depth. Findings indicate that mindfulness practices—such as mindful breathing and reflective journaling—and SEL approaches focusing on self-awareness, emotion regulation, and social skills have positive effects on adolescents’ mental health, including
reduced anxiety, stress, and mild depression. Improvements were also observed in emotional
regulation, resilience, and overall well-being. However, challenges in implementation persist, including limited teacher training, insufficient time within formal curricula, and cultural resistance
in certain contexts. This review supports the integration of mindfulness and SEL programs into
educational settings to enhance adolescent health and well-being.