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Article Abstract
Background: Socio-emotional learning is increasingly recognized as essential for student well-being and academic success. The RRRR methodology (Resilience, Rights, and Respectful Relationships) integrates these principles into everyday teaching practice.
Methods: A case study was conducted in three Czech schools during the 2022/2023 academic year: two primary schools (one urban, one in a socially excluded area) and one vocational secondary school. A mixed-methods approach combined classroom observation, teacher interviews, and student feedback.
Results: Regular RRRR activities improved classroom dynamics, empathy, teamwork, and emotional regulation among students. Teachers reported enhanced well-being, greater stress resilience, and increased professional confidence.
Implications For School Health Policy, Practice, And Equity: Findings underscore the value of socio-emotional education in diverse school contexts. Wider adoption of the RRRR methodology could strengthen equity, inclusion, and mental health support within the Czech education system.
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