Profiles of social and emotional learning skills in adolescents: a latent profile analysis

This study aimed to identify distinct latent profiles of social and emotional learning (SEL) skills in adolescents and examine how these profiles are associated with distal outcomes such as academic success, absenteeism, disciplinary status, participation in school activities, and relationships with peers and teachers. By treating these factors as outcomes related to SEL profiles, the study provides a nuanced understanding of their long-term impact. Data were collected from 1234 adolescents (528 females, 42.8%; 706 males, 57.2%) and Latent Profile Analysis (LPA) was used to identify distinct groups. Three latent profiles emerged: ‘SEL-Risk’; ‘Prosocial-Low Intrapersonal’; and ‘SEL-Competent’. The findings offer a comprehensive view of the interaction between SEL skills and distal outcomes, addressing a critical gap in the literature. By clarifying these interactions as both co-occurring and influencing immediate and long-term outcomes, this study provides valuable insights for educational practices and interventions. © 2025 University of Cambridge, Faculty of Education.