SEE Learning (Social, Emotional, and Ethical Learning) represents an innovative educational framework developed by Emory University’s Center for Contemplative Science and Compassion-Based Ethics. Designed to cultivate emotional awareness, ethical reasoning, and social responsibility in students of all ages, SEE Learning has been implemented internationally with significant positive impacts on students’ emotional regulation, resilience, and interpersonal relationships. In Italy, its adoption has been the focus of a research initiative within an international project, coordinated by INDIRE. The study investigates the implementation of SEE Learning in a school of Parma, which served as the leading institution in the national experimentation and systematization of the program. This research explores the transformative potential of SEE Learning by analyzing its effects on students, teachers, and the overall school climate through qualitative and quantitative methodologies. By integrating classroom observations, teacher and student interviews, sociometric analysis, and psychometric measures, the study provides a comprehensive understanding of how SEE Learning reshapes educational practices and enhances well-being across the school community.

Preliminary findings reveal that SEE Learning significantly contributes to fostering an inclusive and supportive classroom atmosphere, particularly in primary education, where students demonstrate increased self-regulation, empathy, and perspective-taking abilities. This reinforces the importance of embedding social-emotional learning from an early stage in the educational journey. Moreover, SEE Learning challenges traditional teaching paradigms by requiring educators to embody the principles they teach. However, the implementation in secondary schools presents specific challenges, as older students tend to focus more on academic knowledge than on emotional and relational skills. This suggests that strategies tailored to adolescent learners are necessary to ensure SEE Learning remains relevant and effectively integrated at all educational levels.

Comparative insights from international case studies, including those conducted in Colombia, the United States, and Brazil, highlight the adaptability and effectiveness of SEE Learning across diverse educational settings. The Italian research further confirms that teachers benefit significantly from SEE Learning, reporting reduced stress levels, greater professional satisfaction, and an improved ability to foster positive classroom dynamics. These findings underscore the necessity of systemic integration, where SEE Learning is not merely an ancillary component of education but a core pedagogical framework that informs teaching methodologies, curriculum design, and institutional culture.

Additionally, the research highlights the role of collaborative networks in sustaining SEE Learning over time. Schools that successfully integrate the framework benefit from ongoing professional development, peer learning, and institutional commitment to fostering an emotionally supportive educational environment. The study suggests that the long-term success of SEE Learning depends on its systemic incorporation into school policies and practices, ensuring that its principles are embedded across disciplines and reinforced through interdisciplinary collaboration.

Keywords: Socioemotional learning, ethical learning, curriculum innovation.