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bibo:abstract "Social-emotional skills are essential abilities that help children interact with\r\nothers, manage emotions, and adapt to their social environment. Marginalized\r\nchildren often face limited family, social, and educational support, which affects\r\ntheir social-emotional development. This study aims to describe the strategies\r\nimplemented by the Marginal School Community (KSM) in developing the socialemotional\r\nskills of marginalized children, to identify the supporting and inhibiting\r\nfactors in its implementation, and to analyze the efforts undertaken to overcome\r\nthese obstacles. This research employed a descriptive qualitative approach with data\r\ncollection techniques including observation, in-depth interviews, and\r\ndocumentation. Data analysis was conducted inductively through data reduction,\r\ndata display, and conclusion drawing. The results show that the strategies\r\nimplemented by KSM include initial assessment of children’s needs, flexible\r\nlearning activity planning, the application of humanistic and participatory learning\r\napproaches, and continuous evaluation. Supporting factors consist of parental and\r\ncommunity support, volunteer involvement, internal coordination between\r\nadministrators and volunteers, the mentoring foster sibling program, a daily leader\r\nsystem, a positive learning environment, and children’s participation. Meanwhile,\r\ninhibiting factors include weather and physical environmental conditions,\r\nfluctuating emotional dynamics of children, miscommunication, activity breaks,\r\nand limited facilities. The solution efforts carried out include adjusting activities\r\naccording to field conditions, individual mentoring through the peer companion\r\nchild friend program, strengthening coordination with the surrounding community,\r\nand modifying learning programs and materials. The findings indicate positive\r\nimpacts, including increased self-confidence, improved cooperation skills, better\r\nemotional regulation, more positive social attitudes, and the creation of an inclusive\r\nlearning environment for marginalized children."^^xsd:string;
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