Development and psychometric evaluation of a multidimensional social and emotional learning scale in multilingual Ghanaian basic school classrooms

Social and Emotional Learning (SEL) is a key component of contemporary education, especially in multilingual and culturally diverse contexts where pupils navigate complex social interactions. However, there is a need for culturally sensitive and psychometrically sound tools to assess socio-emotional competencies across linguistic groups. The study examined the factor structure, validity, reliability, and measurement invariance of the Social and Emotional Learning Scale (SELS) among pupils in multilingual Ghanaian basic schools. A quantitative cross-sectional design was used with a sample of 300 pupils from linguistically diverse districts, representing Akan ( n = 100), Ga ( n = 99), and Ewe ( n = 101) groups. Data were collected using a 20-item SELS with three subscales. Results revealed a strong three-factor structure, with exploratory factor analysis explaining 62.25% of total variance. Confirmatory factor analysis indicated good model fit (χ²/df = 2.31, CFI = 0.94, TLI = 0.93, RMSEA = 0.052, SRMR = 0.041). The scale demonstrated strong validity and high reliability (α = 0.86–0.92; Ω = 0.87–0.93). Measurement invariance confirmed equivalence across language groups, with no significant differences in SEL competencies. The findings indicate that the SELS is a reliable, valid, and culturally appropriate tool for assessing SEL in multilingual Ghanaian classrooms.