We want to change the world through social emotional learning.

50-50 SEL Solutions is an organization that offers solutions in social emotional learning. For this reason, its name explains its raison d’être: we believe that by 2050 over 50% of the global population should have access to resources of social emotional learning.

This is only possible with the experience and flexibility of a network of complementary agents who participate in the conception, implementation and impact measurement of the social educational actions.

By 2050, we seek to reach at least 50% of the global population with some approach in SEL (Social Emotional Learning).

Research conducted by UNESCO and directed by the Chilean sociologist Juan Casassus, in 14 Latin American countries and involving 54,000 students, proves that emotional education is the most important variable in order for students to learn more and better. It was ascertained that the average grade performance of students improved 36% in languages and 46% in math.

Richard D. Roberts, a doctor in philosophy and psychology, asserts that the probability of the student who has received emotional education becoming involved with crime decreased considerably, scholastic performance improved and truancy rates fell. To prevent young people from dropping out of school and entering the world of crime, we create healthy, productive and creative citizens.

According to Mark Greenberg, a psychologist and professor of human development, the scholastic success of the student is built from the development of a favorable emotional climate at the school, where there is cooperation and friendly relationships.

The alignment of purposes reinforces the initiative of 50-50 SEL Solutions seeking global action

  • UN

    We are determined to foster peaceful, just and inclusive societies which are free of fear and violence.


    The 2000 Declaration for a Culture of Peace and Non-Violence was written with the objective of creating a sense of personal responsibility in relation to humanity.

  • WHO

    Prevention programs for bullying may involve measures to deal with anger, and the training of social skills and assertiveness to the children involved.

  • OECD

    The capacity to achieve goals, work effectively with others and manage emotions will be essential to meet the challenges of the 21 st century.

  • ILO

    A multilateral agency of the United Nations specialized in labor issues, especially those referring to compliance with international standards (conventions and recommendations).


  • Edgar Morin

    French anthropologist, philosopher and sociologist.

    Mutual understanding between human beings, whether close or whether strangers, is henceforth vital so that human relationships leave behind their barbaric state of incomprehension. Therefore, there is the need to study incomprehension from its roots, its modalities and its effects. This study is all the more necessary because it focuses not on the symptoms but on the causes of racism, xenophobia, and contempt. At the same time, it constitutes one of the most secure bases of education for peace, to which we are bound by essence and vocation.

    Communication is triumphant, the planet is crisscrossed with networks, fax lines, mobile phones, modems, the Internet. And yet general incomprehension is still the rule. Of course we have witnessed tremendous progress in understanding each other. But incomprehension seems to progress even faster. The problem of understanding has become crucial for human beings. This is why it should be one of the finalities of education in the future.”

  • Richard Davidson

    Neuroscientist at the University of Wisconsin-Madison.

    “… In fact, the circuitry of the emotional brain often overlaps with that of the rational, thinking brain. I think that there is a strong message in that: Emotion works with cognition in an integrated and seamless way to enable us to navigate the world of relationships, work, and spiritual growth. When positive emotion energizes us, we are better able to concentrate, to figure out the social networks at a new job or new school, to broaden our thinking so we can creatively integrate diverse information, and to sustain our interest in a task so we can persevere. In these cases emotion is neither interrupting nor disrupting, as the 1970s view held; it is facilitating. A feeling permeates virtually everything we do. … There is no clear, distinct dividing line between emotion and other mental processes; they blur into each other…”

  • Daniel Goleman

    Psychologist, author of the book Emotional Intelligence.

    “If your emotional abilities aren’t in hand, if you don’t have self-awareness, if you are not able to manage your distressing emotions, if you can’t have empathy and have effective relationships, then no matter how smart you are, you are not going to get very far.”

  • Yuval Noah Harari

    Author of the international best-seller Sapiens: A Brief History of Humankind and also Homo Deus: A Brief History of Tomorrow. His latest book 21 Lessons for the 21st Century.

    “A baby born today will be thirty-something in 2050… What should we teach that baby that will help him or her survive and flourish… get a job, understand what is happening around them and navigate the maze of life?… Most important of all will be the ability to deal with change, to learn new things and to preserve your mental balance in unfamiliar situations.”

  • J. Krishnamurti

    Indian philosopher, writer and educator.

    Present-day education is a complete failure because it has overemphasized technique. In overemphasizing technique we destroy man. To cultivate capacity and efficiency without understanding life, without having a comprehensive perception of the ways of thought and desire, will only make us increasingly ruthless, which is to engender wars and jeopardize our physical security.

    The exclusive cultivation of technique has produced scientists, mathematicians, bridge builders, space conquerors; but do they understand the total process of life? Can any specialist experience life as a whole? Only when he ceases to be a specialist.

  • Rafael Bisquerra

    Doctor in education sciences and graduate in psychology. Director of Master Degree Program on Emotional Intelligence.

    “Emotional education aims to develop emotional skills and well-being. It is based on the principle that well-being is one of the basic goals of personal and social life. Happiness is often sought via erroneous paths that can lead to risky behavior such as drug use. Science-based education for well-being should be seen as essential for the integral development of students.”


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