Abstract

This study explores the integration of Social and Emotional Learning (SEL) in an inclusive higher education setting,focusing on undergraduate students with Special learning Needs (SEN) enrolled in a Critical and Creative Thinking(CRITHNK) course. Grounded in the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, thestudy examines how SEL competencies are experienced and applied by neurodiverse learners. Using a qualitativephenomenological design, data were collected through semi-structured interviews and analyzed using reflexive thematicanalysis. Findings revealed that integrating SEL within course activities supported students in managing emotions,improving communication, and engaging actively in collaborative tasks. Students reported increased self-awareness,confidence, and participation in leadership roles. However, challenges related to communication, social interaction, andemotional regulation persisted during unstructured tasks. Flexible accommodations, structured activities, and supportiveteaching strategies were critical in enabling effective SEL application. Overall, findings suggest SEL is most impactful whenintentionally embedded within discipline-based course design and supported by responsive, inclusive pedagogy.