Social identity in adolescence refers to the way young people define themselves in relation to the social groups they belong to, such as their peers, family, cultural or ethnic communities, gender, and sometimes subcultures. All of these areas of a person’s identity are also influenced by the different contexts and the social discourses and expectations that are experienced. Social and emotional skills, competencies, or capacities are internal assets that can be learned and are linked to prosocial behavior and positive social identities. Developing strong social and emotional capabilities is particularly pertinent for young adolescents due to the convergence of developmental effects as they begin to form their sense of personal identity and shift to having a greater sense of independence. This paper presents the findings from a systematic literature review using PRISMA reporting guidelines of studies conducted between 2014 and 2024 that examined the links between social and emotional competencies and a young adolescent’s social identity formation. Four education-focused databases were searched for peer-reviewed articles published in English. Results were mapped against CASEL’s social and emotional skill sets. Very limited literature was found (n = 6) that explicitly addressed young adolescent identity formation and the need for social and emotional skills; however, key findings show that young adolescents utilize all five of CASEL’s social and emotional skill sets to support the development of their social identity. Bronfenbrenner’s bioecological theory is applied to the findings to consider the systemic influences. Questions for future research are also proposed.

This essay argues for an expanded understanding of three of the Essential Attributes-Developmentally Responsiveness, Empowerment and Equity-established by This We Believe: Keys to Educating Young Adolescents to address the unique needs of adolescents who are refugees. It provides a practical framework for readers to assist their understanding of the kaleidoscope of issues that face our refugee adolescent population (NMSA/AMLE, 2010). For each of the essential attributes, practical application for the middle grades classroom is offered. These ideas are to assist teachers in meeting the needs of their students who come from a refugee background and to give a foundation in an area that is often overlooked in the current educational system.