In recent years, there has been a growing recognition of the importance of holistic student development (Ansari, 2022; Rogers & Dawson, 2016). This shift arises from the limitations of focusing solely on academic knowledge. As a result, initiatives worldwide have been implemented, including incorporating social domains in assessments, updating curricula with an integration of emotional intelligence, and promoting positive social behaviours (Sutton et al., 2019).
Additionally, numerous interventions – such as sports, yoga, good behaviour, forgiveness, resilience and animal protection – have been designed and implemented to support students’ holistic development (Zhu & Shek, 2020).
Capability plays a crucial role in educational outcomes, encompassing various traits and abilities (Bush & Chew, 1999). Social capability, as described by Sen (1999), involves balancing personal freedom and societal demands to contribute to social life. For children, it includes maintaining psycho-socio-emotional wellbeing and exhibiting positive behaviour while interacting with living and non-living entities (Sen, 1999). Social capability involves self-awareness, social awareness, worldview and interpersonal skills (Durlak et al., 2011; Eklund et al., 2018).
Nurturing these capabilities is vital for holistic development and wellbeing, covering physical, mental and social aspects of school students (Bush & Chew, 1999). Schools should focus on developing social capabilities to foster positive educational outcomes and prepare individuals for meaningful participation in society.
