Challenges, opportunities and systemic barriers of social emotional learning: the case of Badjao learners in Bangsamoro Autonomous Region in Muslim Mindanao

Introduction This study explored the challenges, opportunities, and systemic social-emotional learning (SEL) as a tool for inclusive peacebuilding among Badjao learners in Bongao, Tawi-Tawi, anchored in the framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL). Methodology A qualitative research design was employed, with data collected through key informant interviews (KII) with teachers and observations of SEL implementation in selected elementary schools that serve Badjao communities. Results The thematic analysis revealed five major challenges: language and communication barriers, cultural dissonance of learning materials, limited resources and infrastructure, minimal parental involvement, and inadequate teacher training and professional development. Despite these challenges, the study identified significant opportunities, including enhanced learner participation, development of social skills, increased cultural awareness and respect, improved academic performance, and a strengthened sense of identity and belonging, all of which contribute to inclusive peacebuilding and empowerment. Discussion The findings underscore the importance of culturally and linguistically responsive SEL programs, adequate resource allocation, teacher capacity building, and active parental and community engagement. Moreover, SEL was found to serve not only as a tool for personal and social development but also as a mechanism for inclusive peacebuilding and empowerment in marginalized indigenous communities. This study recommends policy reforms, professional development initiatives, and the integration of culturally grounded SEL curricula to enhance the effectiveness and sustainability of SEL programs among Badjao learners. These results contribute to the theoretical understanding of SEL implementation in indigenous contexts and provide practical guidance to educators, policymakers, and community stakeholders.