<![CDATA[This study examines global research trends in socioemotional skills interventions through a bibliometric analysis of 687 Scopus-indexed publications (1970–2025). Using Bibliometrix and VOSviewer, the study analyses publication growth, influential contributors, and thematic structures. Results show a sharp increase in publications after 2015, with the United States dominating research output and citation impact. Keyword co-occurrence analysis identifies “social emotional learning” and “socioemotional skills” as the conceptual core, while early childhood and autism-related interventions remain underrepresented. The results reveal a core–periphery knowledge structure dominated by universal school-based frameworks, highlighting critical gaps in population-specific socioemotional intervention research.]]>
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