<![CDATA[Academic burnout has increasingly become a critical issue among elementary school students due to rising curriculum demands and competitive learning environments. This study aims to analyze the implementation of the Social-Emotional Learning (SEL) approach and evaluate its effectiveness in mitigating academic burnout in primary education through a systematic literature review. The research method employed the Systematic Literature Review (SLR) framework guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement. Literature was systematically gathered from reputable international and national databases, including Scopus, ERIC, ScienceDirect, DOAJ, SINTA, and Google Scholar, covering peer-reviewed empirical studies published between 2016 and 2026. A total of 18 eligible articles were analyzed using thematic synthesis to identify core intervention patterns and behavioral outcomes. The results demonstrate that structured SEL interventions especially those focusing on self-awareness, emotion regulation (self-management), and relationship skills significantly reduce emotional exhaustion, prevent school cynicism, and foster academic self-efficacy in primary school students. However, the success of SEL integration relies heavily on teacher emotional competence, a psychologically safe classroom climate, and supportive family engagement. This study recommends incorporating routine micro-SEL practices into the primary curriculum and providing sustainable professional training for elementary educators to ensure student psychological well-being.]]>
