Assessing what matters: integrating social-emotional learning into classroom assessment for pupil well-being in Ghanaian basic schools.

In response to growing concerns about pupil well-being and mental health in test-driven classrooms, this study examined how integrating Social-Emotional Learning (SEL) competencies into classroom assessment promotes holistic development in Ghanaian basic schools. Using a pre-test/post-test control group design, data were collected from 360 pupils aged 10–15 years across six public schools in urban, peri-urban, and rural settings. Participants were randomly assigned to either an SEL-integrated assessment group (n = 180) or a control group (n = 180). Standardized instruments the MHC–SF, SEI, CD-RISC-10, and DASS-21 were administered to measure well-being, engagement, resilience, and mental health outcomes. Results showed that pupils in the SEL group recorded significant gains in overall well-being (F(1, 357) = 15.62, p < .001) and academic engagement (F(1, 357) = 18.74, p < .001), with medium-to-large effect sizes (η² = 0.08–0.09). They also exhibited higher resilience scores (F(1, 357) = 10.45, p = .001) and reduced symptoms of stress, anxiety, and depression (F(1, 357) = 12.78, p < .001). Regression analysis indicated that SEL exposure significantly predicted improved well-being (β = 0.42, p < .001), while resilience moderated the relationship between SEL and better mental health (β = − 0.31, p = .004). These findings demonstrate that embedding SEL competencies into classroom assessment can strengthen pupils’ emotional stability, engagement, and coping capacity. The study advocates for teacher training and policy reforms to align assessment practices with holistic education goals under SDG 4.7.