Emotion in the context of relationship is able to be acknowledged neurologically, and also as to whether secure or else insecure base that would initiate the person to go towards or away commencing a situation. The children’s self-image which progresses throughout their initial childhood days, as well as the children’s feeling whether it is worth love or the opposite of it. Emotion during initial relationship has an essential role which able to influence individual for the rest of their life. On the other hand, interpersonal neurology describes reverse throughout the plasticity.

There are numbers of description and terms which explaining about the Social and Emotional Education or SEE mentioned such as Social and Emotional Learning or also known as SELL, social and emotional happiness, as well as the psychological well-being among others. These lead to the perceptions within  Emotional Education or WE along with the emotional mind presented by numbers of researchers. Many of them have outlined the benefits of psycho-medical in growing positive emotion and feelings of happiness. Every so often, this matter allies with the schooling emotions to enhance Emotional Quotient or EQ, Emotional Intelligence or EI, empathy skills, collaboration, flexibility, social intelligence, Emotional maturity as well as well-being, optimism, consideration to the growing self-awareness, and so on.

There is a fact appears that the schools and educational institutions that are socially and emotionally aware should assess how effective they have been in; a) Raising standards of achievement, b) Reducing disruption and exclusions, c) Increasing a sense of belonging for all children, d) Increasing wellbeing for all, and, e) Increasing effective partner agency work.

The main purpose of this paper is to provide a proper understanding of the importance of Social and Emotional Education or SEE, along with the results from this. For this reason, this paper presents theoretical positioning in which Emotional Education exists, codes of practice and key texts and within this, along with a literature review about Social and Emotional Education or SEE, Social and Emotional Learning or SEL, and Emotional Intelligence or EI.

Theoretical Positioning In Which Emotional Education Exists

There are numbers of terms that have been applied to define the processes of social and emotional in education. One of the broadly used mentioned as Social and Emotional Learning or SEL, which is the term given the idea by the Collaborative for Social and Emotional Learning in the United States. Social and Emotional Learning describes as “the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions”.

A different standard term which has been used in European schools is mentioned as “personal and social education/development.” In general, the term denotes to some areas like an emotional guideline, self-awareness, skills of communication, social obligation, character progression, decision-making, family lifespan, and some of the social issues like human rights, gender, and equity. The nationality education and associated fields which mentioned such as human rights education and values education, most of the times, have been considered as the customary European option to Social and Emotional Education or SEE. In addition to this, Social and Emotional Education or SEE is also considered as part of nationality education in numbers of.   On the other hand, the nationality education in Europe focuses on preparing the students to be active and productive citizens through facilitating them with the fundamental potentials to take part in the well-being and development of the community.

Another scope which is closely linked to Social and Emotional Education or SEEthat applied in almost every school in the EU is health education along with its practices. This field has been approaching within most of the schools which contain the environment codes, the school curriculum, as well as the involvement of students with families and also societies.

Social and Emotional Education or SEE is focusing on the comprehensive, origin of teaching and learning, comprising some points such as; emotional, biological, social and cognitive factors of teaching and learning. It involves an instruction intended for creating the competencies of social and emotional, meant for “intervention structure which supports the internalization and generalization of the skills over time and across contexts” in accordance to the development of a child, along with the participations from parents, teachers, nobles, and also other substantial persons.

Furthermore, Social and Emotional Education or SEE also points out for some current progression in some areas such as flexibility, mindfulness, positive education as well as positive psychology. It locates better prominence on the social personality (such as empathy, loving and presence) also on the value of emotional and social skills intended for academic education. What's more, it covers a wide-ranging viewpoint on learning and teaching, broad of the classroom environment, complete-school environmentalism, parent participation, and teachers’ individual emotional and social capabilities.

The framework of Social and Emotional Education or SEE could be described from the figure below.

In the study of Emotional Education, it has the great concern which is related to the Social and Emotional Education or SEE, and it also goes beyond to simply examining the efficiency of the emotional as well as the social classes which are defined by the outcomes. Social and Emotional Education or SEE has the wider policy goals which need to ensure and avoids the potential pitfalls like are being used and even its unintentionally or indirectly for the conformity and the social control instruments. The Social and Emotional Education or SEE requires the child-centred as well as it also has the benefits of the introversion that avoid forming the pathologising for the individual views, and the difference of the individuals recognizes the privacy of the respect.

The mentioned research is about the positive climate of the School, which is the key dimension like the environment of the class. The climate of school is defined, as the quality of the social relations among the teachers as well as students, that is also known to have a direct influence for the motivational; factors like the commitments of the students, motivation of learning along with the satisfaction of the students, plus it has perhaps the indirect influence for the achievements of the students

In the past years, the emotional as well as social learnings is introduced in the deferment school for the local, regional, along with the national levels for the different countries plus the regions in a world by the initiatives of the helps like the academic collaborative, emotional as well as social in a USA, MindMatters, plus KidsMatters in Austrians’, and (ENSEC) “Europe network of Social and Emotional Competence” plus (SEAL) or “Social and Emotional Aspects of Learning” in the United Kingdom.

The identification made by the Collaborative for Academic, Social and Emotional Learning (CASEL) are key competencies which are required through the children as well as for the young people in the emotional as well as social learning, like the skills is recognize plus also manage the emotions which demonstrate the caring’s of the concerns of the other has a positive relationship to established, and create the responsible decision along with it handle the situations challenging effectively.  For the academic achievement, the skills which are provides foundations it has the maintenance for the good health of civic plus the resilience of the engagement of the democratic society. There are major’s areas in the CASEL in a group named as;

·         “Self-awareness” which explains the values plus interest along with a proper assessment of strength

·         “Self-management” it has the ability for the management of the behaviour plus emotions, to manage the stress, and control the impulses

·         “Social awareness” has the ability to take the empathies by others plus appreciates the differences along with the similarities

·         “Social management” has the ability to maintain the rewarding relationship which is based on the co-operations

A framework of the CASEL which also incorporates the five domains for the programmers of SEAL in the UK and namely as managing feelings; self-awareness, social skills, and motivation, empathy. The study is based on the Meta-analyses along with the reviews of the Social and Emotional Education or SEE studies programmers, as well as interventions which present a school-based and the Social and Emotional Education or SEE universal too, has the emotional plus the positive, as well as the outcomes of academics like as below are more specifically

·         The Social and Emotional Education or SEE is well implemented, as well as it improves the emotional as well as social competences to improve pro-social behaviour as well as positives attitudes towards the others.

·         The Social and Emotional Education or SEE is also developed the positive attitudes for the school which also increases the academic achievements for the sustainability 

·         In the Follow-up studies, there have positive outcomes which are conducted among the six months for the three years of intervention