Social and Emotional Learning Market

Social and Emotional Learning Market by Component, Solution (Social and Emotional Learning Platform, Social and Emotional Learning Assessment Tool), Service, User, Type (Web-based, Application) and Region - Global Forecast to 2027

Report Code: TC 7519 Nov, 2022, by marketsandmarkets.com

[300 Pages Report] MarketsandMarkets forecasts the global social and emotional learning market size is projected to grow from USD 2.7 billion in 2022 to USD 7.8 billion by 2027, at a compound annual growth rate (CAGR) of 24.0% during the forecast period.

Social and Emotional Learning Market

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Social and Emotional Learning Market Dynamics

Driver: Growing Implementation of Distance Education Solutions

Since most of the courses for social and emotional learning programs are offered through the web or digitally, an increase in distance education solutions has boosted the social and emotional learning market. According to the United Nations Educational, Scientific, and Cultural Organizationís (UNESCO) Institute for Statistics data, as of June 2020, 123 countrywide closures were still affecting 1.1 billion students, which was approximately 62% of total enrollment (UNESCO 2020c). Though schools were closed, most governments around the world designed and implemented nationwide remote learning initiatives during the COVID-19 pandemic. Most countries implemented multimodal learning solutions aimed at reaching all students. The social and emotional learning providers also aimed to provide the curriculum online to reach the maximum number of students. Social and Emotional Learning (SEL) courses were previously offered in the classes with the help of teachers. Not only are the schools involved in the studentís learning, but also the parents at home due to the availability of the courses anytime, anywhere.

Restraint: Problem of Education Budget in Emerging Countries

According to World Bank, education budgets are not adjusting proportionately to the challenges brought about by COVID-19, especially in poorer countries. Despite additional funding needs, two-thirds of low- and lower-middle-income countries have cut their public education budgets since the onset of the COVID-19 pandemic, according to the new joint World Bank Ė UNESCO Education Finance Watch (EFW). In comparison, only one-third of upper-middle and high-income countries have reduced their budgets. The countries in the emerging and underdeveloped regions are not prioritizing education in the budget, due to which the focus on social and emotional learning of students in these regions tends to be less. This causes an impact on the overall growth of the SEL market.

Opportunity: Demand for New Learning Models with Advancements in Technologies

The K-12 education system has moved from traditional classrooms toward smart classrooms, with the inclusion of innovative technologies, such as cloud computing, analytics, next-generation collaboration tools, and IoT. Modern classrooms use interactive whiteboards/displays to reach students who are located in remote areas. From a centralized location, educators can teach the SEL curriculum to several students using collaboration tools, such as WebEx, Zoom, Google Hangouts, and Skype. Cloud computing has been prevalent across K-12 schools, which SEL providers use to deliver SEL curriculums. The integration of technologies, such as videoconferencing, cloud, and analytics, into the classroom would be instrumental for students to learn SEL skills effectively. These collaboration tools show the significance of working together with the students. Fresno Unified School District implemented a digital collaboration platform to improve social and emotional skills and witnessed a 25% improvement in academic performance in middle school students.

Challenge: Constraints while Shifting from Traditional Learning Methods

Teachers worldwide have stated inadequate time and diversity in the curriculum to be the major challenges in implementing SEL. In one of the many research activities conducted by the US government, 81% of teachers cited time as the biggest challenge for SEL implementation. According to industry experts, diversity is another major challenge faced by educators while implementing SEL. It is difficult for SEL curriculum creators to design SEL content that caters to all children irrespective of religion, caste, economy, and language. Educators have suggested that SEL should be a part of a regular curriculum and taken as an academic subject. The government would play an important role in reducing challenges related to the implementation. SEL should be taken as a special subject in the curriculum with separate time allocation in the academic timetable. Moreover, SEL creators, policymakers, and SEL platform providers should revive their approach while designing SEL courses for K-12 students. According to the CASEL survey, 2 out of 3 teachers stated that SEL should be included in the state education standard.

By Component, Services Segment to Have a Higher CAGR During the Forecast Period

The component sector with the highest CAGR during the study period is projected to be services. Services are essential to the overall process of putting social and emotional learning solutions into place and keeping them maintained. Prior to deploying social and emotional learning solutions, being aware of the installation and maintenance requirements is essential for figuring out the precise time and money investments needed. The length of time it takes to implement some solutions can reduce the efficiency of the IT team. Shorter installation periods are highly desired because social and emotional learning solutions must be connected with the transportation industryís current IT infrastructure. For optimal operation, the services related to social and emotional learning solutions are crucial. The intricacy of the social and emotional learning solutions and the necessary integration factors influence the installationís final cost.

By End User, Pre-K Segment to Grow at Higher CAGR during Forecast Period

The student age range for pre-kindergarten is 3-5 years. The inclusion of SEL in the pre-K curriculum has attracted the interest of administrators, educators, and politicians. Pre-K SEL curricula assist teachers in developing knowledge and skill sets in areas such as fostering relationships with studentsí parents, siblings, and peers, fostering a positive learning environment in the classroom, ignoring negative people, and learning new skills that will be useful in kindergarten. SEL in pre-kindergarten settings equips teachers to foster social skills, foster good relationships with families and peers, prevent problematic behavior, and advance knowledge. In a nutshell, SEL programs help pre-K youngsters develop positive behavior and learning skills. Additionally, it fosters the development of studentsí listening and focus skills.

Asia Pacific to Grow at Highest CAGR During Forecast Period

Due to its rapid development, Asia Pacific is one of the most lucrative markets for social and emotional learning in the world. Due to the quick uptake of SEL solutions, it is anticipated to have the fastest growth rate in the global market for social and emotional learning. Unquestionably dominating the market for social and emotional learning are China and Japan, two of the regionís most technologically advanced nations. The region has the biggest student population, and as technology advances, there is an increasing need for newer teaching methods. Due to this, the market for social and emotional learning is driven to adapt to the diverse educational needs of the region, which includes Australia and New Zealand (ANZ), Japan, China, Singapore, and India. During the projection period, there are expected to be more prospects for growth in Asia Pacific. The regionís adoption of SEL is fueled by government programs to boost the digital infrastructure.

Social and Emotional Learning Market Size, and Share

To know about the assumptions considered for the study, download the pdf brochure

Key Market Players

The report includes the study of key players social and emotional learning market. It profiles major vendors in the social and emotional learning market. The major vendors in the market are Committee for Children (US), EVERFI (US), Nearpod (US), Illuminate Education (US), Panorama Education (US), SchoolMint (US), Newsela (US), Playworks (US), Wings for Kids (US), Rethink Ed (US), Move This World (US), Positive Action (US), Growing Leaders (US), 7 Mindsets (US), Ori Learning (US), The Conover Company (US), Imagine Learning (US), Navigate360 (US), Peekapak (Canada), Paths Program LLC (US), Brighten Learning (US), Aperture Education (US), Taproot Learning (US), MeandMine (US), Base Education (US), Everyday Speech (US), Mozoom (Canada), Wayfinder (Canada), HeyKiddo (US), Classcraft (Canada), Tamboro (Brazil), and Persona Education (UK). These players have adopted various strategies to grow in the global offering social and emotional learning market. The study includes an in-depth competitive analysis of these key players in the offering market with their company profiles, recent developments, and key market strategies.

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Scope of the Report

Report Metric

Details

Market size available for years 2017Ė2027
Base year considered 2021
Forecast period 2022Ė2027
Forecast units Value (USD Million/USD Billion)
Segments covered By component, solution, service, user, type, and region
Regions covered North America, Europe, Asia Pacific, Latin America, and Middle East & Africa
Companies covered Children (US), EVERFI (US), Nearpod (US), Illuminate Education (US), Panorama Education (US), SchoolMint (US), Newsela (US), Playworks (US), Wings for Kids (US), Rethink Ed (US), Move This World (US), Positive Action (US), Growing Leaders (US), 7 Mindsets (US), Ori Learning (US), The Conover Company (US), Imagine Learning (US), Navigate360 (US), Peekapak (Canada), Paths Program LLC (US), Brighten Learning (US), Aperture Education (US), Taproot Learning (US), MeandMine (US), Base Education (US), Everyday Speech (US), Mozoom (Canada), Wayfinder (Canada), HeyKiddo (US), Classcraft (Canada), Tamboro (Brazil), and Persona Education (UK).

This research report categorizes the social and emotional learning market to forecast revenues and analyze trends in each of the following subsegments:

By Component:
  • Solutions
  • Services
By Solution:
  • Social and Emotional Learning Platform
  • Social and Emotional Learning Assessment Tool
By Service:
  • Consulting
  • Deployment and Integration
  • Training and Support
By User:
  • Pre-K
  • Elementary Schools
  • Middle & High Schools
By Type:
  • Web-based
  • Application
By Region:
  • North America
    • US
    • Canada
  • Europe
    • UK
    • Germany
    • Rest of Europe
  • Asia Pacific
    • China
    • Japan
    • India
    • Australia
    • Singapore
    • Rest of Asia Pacific
  • Latin America
    • Brazil
    • Mexico
    • Rest of Latin America
  • Middle East & Africa
    • Kingdom of Saudi Arabia
    • South Africa
    • Rest of the Middle East & Africa

Recent Developments:

  • In May 2022, Committee for Children releases new Social-Emotional Learning material for educators to build an authentic culture of equity and belonging among staff and students.
  • In January 2022, Blackbaud was a leading cloud software company that acquired EVERFI in a cash and stock transaction for approximately USD 750 million.
  • In February 2021, Renaissance and Nearpod agreed to empower teachers and accelerate student growth.
  • In December 2020, Illuminate Education partnered with ASCD to enhance teacher training. ASCDís Activate Professional Learning Library helps to expand the Illuminate CaseNEX development courses.

Frequently Asked Questions (FAQ):

To speak to our analyst for a discussion on the above findings, click Speak to Analyst

TABLE OF CONTENTS

1 INTRODUCTION (Page No. - 27)
    1.4 OBJECTIVES OF THE STUDY
    1.5 MARKET DEFINITION
           1.5.1 INCLUSIONS AND EXCLUSIONS
    1.6 MARKET SCOPE
           1.6.1 MARKET SEGMENTATION
           1.6.2  REGIONS COVERED
           1.6.2 YEARS CONSIDERED FOR THE STUDY
    1.7 CURRENCY CONSIDERED
    1.8 STAKEHOLDERS
    1.9 SUMMARY OF CHANGES
    1.1 LIMITATIONS

2 RESEARCH METHODOLOGY (Page No. - 36)
    2.1 RESEARCH DATA
           2.1.1 SECONDARY DATA
                    2.1.1.1  Secondary sources
           2.1.2 PRIMARY DATA
                    2.1.2.1  Primary interviews with experts
                    2.1.2.1 Breakup of primary profiles
                    2.1.2.1  List of key primary interview participants
                    2.1.2.2 Key industry insights
    2.2 MARKET BREAKUP AND DATA TRIANGULATION
    2.3 MARKET SIZE ESTIMATION
           2.3.1  BOTTOM-UP APPROACH
           2.3.2  TOP-DOWN APPROACH
           2.3.3 SOCIAL AND EMOTIONAL MARKET ESTIMATION: SUPPLY-SIDE ANALYSIS
           2.3.4 SOCIAL AND EMOTIONAL MARKET ESTIMATION: DEMAND-SIDE ANALYSIS
    2.4 RESEARCH ASSUMPTIONS
           2.6.1  ASSUMPTIONS

3 EXECUTIVE SUMMARY (Page No. - 46)

4 PREMIUM INSIGHTS (Page No. - 50)
    4.1 BRIEF OVERVIEW OF THE SOCIAL AND EMOTIONAL LEARNING MARKET
    4.2 NORTH AMERICAN MARKET, BY COMPONENT AND COUNTRY
    4.3 ASIA PACIFIC MARKET,  BY COMPONENT AND COUNTRY

5 MARKET OVERVIEW (Page No. - 52)
    5.1 INTRODUCTION
    5.2 MARKET DYNAMICS
           5.2.1 DRIVERS
                    5.2.1.1 Need for social and emotional well-being in educational institutions
                    5.2.1.2 Growing support and awareness programs by governments
                    5.2.1.3 Paving prerequisite of socially aware employees in organizations
                    5.2.1.5 Proliferation of computing in the K-12 sector
           5.2.2 RESTRAINTS
                    5.2.2.1 Absence of appropriate infrastructure in developing and underdeveloped economies
                    5.2.2.2 Reduction in social gatherings and interactions due to the pandemic
           5.2.3 OPPORTUNITIES
                    5.2.3.1 Actuating mental health issues among people during the pandemic
                    5.2.3.2 Demand for new learning models with advancements in technologies
                    5.2.3.3 Emergence of AI, AR, and VR learning trends in the K-12 sector
           5.2.4 CHALLENGES
                    5.2.4.1 Constraints while shifting from traditional learning methods
                    5.2.4.2 Focus on academic learning more than social and emotional learning
    5.3 PRICING ANALYSIS
           5.3.1 AVERAGE SELLING PRICE TREND OF KEY PLAYERS, BY SUBSCRIPTION-BASED SOFTWARE
           5.3.2  AVERAGE SELLING PRICE TREND
    5.4 SUPPLY/VALUE CHAIN ANALYSIS
    5.5 ECOSYSTEM
    5.6 TECHNOLOGY ANALYSIS
                    5.3.6.1 Introduction
                    5.3.6.3 Augmented and virtual reality
                    5.3.6.4 Artificial intelligence
                    5.3.6.5 Internet of things
                    5.3.6.6 Big data analytics
                    5.3.6.7 Cloud services
                    5.3.6.8 5G network
    5.7 PATENT ANALYSIS
    5.8 KEY CONFERENCES AND EVENTS FROM 2022 TO 2023
    5.9 REGULATORY LANDSCAPE
           5.9.1 REGULATORY BODIES, GOVERNMENT AGENCIES, AND OTHER ORGANIZATIONS
           5.3.7 PORTERíS FIVE FORCES ANALYSIS
                    5.3.7.1 Threat of new entrants
                    5.3.7.2 Threat of substitutes
                    5.3.7.3 Bargaining power of buyers
                    5.3.7.4 Bargaining power of suppliers
                    5.3.7.5 Competitive rivalry
    5.11 KEY STAKEHOLDERS AND BUYING CRITERIA
           5.11.1 KEY STAKEHOLDERS IN BUYING PROCESS
           5.11.2 BUYING CRITERIA
           5.11.3 CASE STUDY ANALYSIS
                    5.11.3.1 Case study 1: EVERFI helped ZTA raise awareness on sexual assault and alcohol abuse
                    5.11.3.2 Case study 2: Illuminate Education partnered with CISD to develop an ISE solution for special education needs
                    5.11.3.3 Case study 3: Panorama Education helped Fresno Unified School District to promote SEL using relevant survey data
                    5.11.3.4 Case study 4: The Social Express provided SPS with a more interactive and engaging learning system
                    5.11.3.5 Case study 5: Growing Leaders improved manager-employee relations for Hire Dynamics

6 SOCIAL AND EMOTIONAL LEARNING MARKET, BY COMPONENT (Page No. - 76)
    6.1 INTRODUCTION
           6.1.1  COMPONENT: MARKET DRIVERS
    6.2 SOLUTIONS
    6.3 SERVICES

7 MARKET, BY SOLUTIONS (Page No. - 78 )
           6.2.1  INTRODUCTION
                    6.2.1.1 SOLUTIONS: MARKET DRIVERS
           6.2.3 SOCIAL AND EMOTIONAL LEARNING PLATFORM
           6.2.4 SOCIAL AND EMOTIONAL LEARNING ASSESSMENT TOOL

7 SOCIAL AND EMOTIONAL LEARNING MARKET, BY SERVICES (Page No. - 84)
    7.1 INTRODUCTION
           7.1.1 SERVICES: MARKET DRIVERS
    7.2 CONSULTING
    7.3 DEPLOYMENT AND INTEGRATION
    7.4 TRAINING AND SUPPORT

8 MARKET,  BY CORE COMPETENCIES (Page No. - 91)
    8.1 INTRODUCTION
           8.1.1 CORE COMPETENCIES: MARKET DRIVERS
           8.1.2 CORE COMPETENCIES: COVID-19 IMPACT
    8.2 SELF-AWARENESS
    8.3 SELF-MANAGEMENT
    8.4 SOCIAL AWARENESS
    8.5 RELATIONSHIP SKILLS
    8.6 RESPONSIBLE DECISION-MAKING

9 SOCIAL AND EMOTIONAL LEARNING MARKET, BY END USER (Page No. - 94)
    9.1 INTRODUCTION
           9.1.1 END USER: MARKET DRIVERS
           9.1.2 END USER: COVID-19 IMPACT
    9.2 PRE-K
    9.3 ELEMENTARY SCHOOLS
    9.4 MIDDLE AND HIGH SCHOOLS

10 MARKET, BY TYPE (Page No. - 100)
     10.1 INTRODUCTION
             10.1.1 TYPE: MARKET DRIVERS
             10.1.2 TYPE: COVID-19 IMPACT
     10.2 WEB-BASED
     10.3 APPLICATION

11 SOCIAL AND EMOTIONAL LEARNING MARKET, BY REGION (Page No. - 105)
     11.1 INTRODUCTION
     11.2 NORTH AMERICA
             11.2.1 NORTH AMERICA: MARKET DRIVERS
             11.2.2 PESTLE ANALYSIS: NORTH AMERICA
             11.2.3 UNITED STATES
             11.2.4 CANADA
     11.3 EUROPE
             11.3.1 EUROPE: MARKET DRIVERS
             11.3.2 PESTLE ANALYSIS: EUROPE
             11.3.3 UNITED KINGDOM
             11.3.4 GERMANY
             11.3.5 REST OF EUROPE
     11.4 ASIA PACIFIC
             11.4.1 ASIA PACIFIC: SOCIAL AND EMOTIONAL LEARNING MARKET DRIVERS
             11.4.2 PESTLE ANALYSIS: ASIA PACIFIC
             11.4.3 CHINA
             11.4.4 JAPAN
             11.4.5 INDIA
             11.4.6 AUSTRALIA
             11.4.7 SINGAPORE
             11.4.8 REST OF ASIA PACIFIC
     11.5 MIDDLE EAST & AFRICA
             11.5.1 MIDDLE EAST AND AFRICA: MARKET DRIVERS
             11.5.2 PESTLE ANALYSIS: MIDDLE EAST & AFRICA
             11.5.3 KINGDOM OF SAUDI ARABIA
             11.5.4 SOUTH AFRICA
             11.5.5 REST OF THE MIDDLE EAST & AFRICA
     11.6 LATIN AMERICA
             11.6.1 LATIN AMERICA: MARKET DRIVERS
             11.6.2 PESTLE ANALYSIS: LATIN AMERICA
             11.6.3 BRAZIL
             11.6.4 MEXICO
             11.6.5 REST OF LATIN AMERICA

11 COMPETITIVE LANDSCAPE (Page No. - 183)
     11.1 OVERVIEW
     11.2 KEY PLAYER STRATEGIES
     11.3 HISTORICAL REVENUE ANALYSIS OF KEY PLAYERS
     11.4 COMPANY MARKET RANKING ANALYSIS
     11.5 MARKET SHARE ANALYSIS OF TOP PLAYERS
     11.6 MARKET EVALUATION FRAMEWORK
     11.7 COMPANY EVALUATION QUADRANTS
             11.7.1 STARS
             11.7.2 EMERGING LEADERS
             11.7.3 PERVASIVE PLAYERS
             11.7.4 PARTICIPANTS
     11.8 COMPANY BENCHMARKING
     11.10 STARTUP/SME EVALUATION QUADRANT
               11.10.1 PROGRESSIVE COMPANIES
               11.10.2 RESPONSIVE COMPANIES
               11.10.3 DYNAMIC COMPANIES
               11.10.4 STARTING BLOCKS
     11.11 COMPETITIVE SCENARIO AND TRENDS
               11.11.1 PRODUCT LAUNCHES
               11.11.2 DEALS

13 COMPANY PROFILES (Page No. - 174)
     13.1 KEY PLAYERS
             13.1.1 COMMITTEE FOR CHILDREN
                       13.1.1.1 Business Overview
                       13.1.1.2 Products Offered
                       13.1.1.3 Recent developments
                       13.1.1.4 Committee for Children: Response to COVID-19
                       13.1.1.5 MnM View
                                   13.1.1.5.1 Key strengths/Right to win
                                   13.1.1.5.2 Strategic choices made
                                   13.1.1.5.3 Weaknesses and competitive threats
             13.1.2 EVERFI
                       13.1.2.1 Business Overview
                       13.1.2.2 Products Offered
                       13.1.2.3 Recent developments
                       13.1.2.4 EVERFI: Response to COVID-19
                       13.1.2.5 MnM View
                                   13.1.2.5.1 Key strengths/Right to win
                                   13.1.2.5.2 Strategic choices made
                                   13.1.2.5.3 Weaknesses and competitive threats
             13.1.3 NEARPOD
                       13.1.3.1 Business Overview
                       13.1.3.2 Products Offered
                       13.1.3.3 Recent developments
                       13.1.3.4 Nearpod: Response to COVID-19
                       13.1.3.5 MnM View
                                   13.1.3.5.1 Key strengths/Right to win
                                   13.1.3.5.2 Strategic choices made
                                   13.1.3.5.3 Weaknesses and competitive threats
             13.1.4 ILLUMINATE EDUCATION
                       13.1.4.1 Business Overview
                       13.1.4.2 Products Offered
                       13.1.4.3 Recent developments
                       13.1.4.4 Illuminate Education: Response to COVID-19
                       13.1.4.5 MnM View
                                   13.1.4.5.1 Key strengths/Right to win
                                   13.1.4.5.2 Strategic choices made
                                   13.1.4.5.3 Weaknesses and competitive threats
             13.1.5 PANORAMA EDUCATION
                       13.1.5.1 Business Overview
                       13.1.5.2 Products Offered
                       13.1.5.3 Recent developments
                       13.1.5.4 Panorama Education: Response to COVID-19
                       13.1.5.5 MnM View
                                   13.1.5.5.1 Key strengths/Right to win
                                   13.1.5.5.2 Strategic choices made
                                   13.1.5.5.3 Weaknesses and competitive threats
             13.1.6 HERO K12
                       13.1.6.1 Business Overview
                       13.1.6.2 Products Offered
                       13.1.6.3 Recent developments
                       13.1.6.4 Hero K12: Response to COVID-19
             13.1.7 NEWSELA
                       13.1.7.1 Business Overview
                       13.1.7.2 Products Offered
                       13.1.7.3 Recent developments
                       13.1.7.4 Newsela: Response to COVID-19
             13.1.8 PLAYWORKS
                       13.1.8.1 Business Overview
                       13.1.8.2 Products Offered
                       13.1.8.3 Recent developments
                       13.1.8.4 Playworks: Response to COVID-19
             13.1.9 WINGS FOR KIDS
                       13.1.9.1 Business Overview
                       13.1.9.2 Products Offered
                       13.1.9.3 Recent developments
                       13.1.9.4 Wings for Kids: Response to COVID-19
             13.1.10 RETHINK ED
                       13.1.10.1 Business Overview
                       13.1.10.2 Products Offered
                       13.1.10.3 Recent developments
                       13.1.10.4 Rethink Ed: Response to COVID-19
             13.1.11 MOVE THIS WORLD
             13.1.12 POSITIVE ACTION
             13.1.13 GROWING LEADERS
             13.1.14 7 MINDSETS
             13.1.15 ONEDER ACADEMY
             13.1.16 THE CONOVER COMPANY
             13.1.17 PURPOSE PREP
             13.1.18 EVOLUTION LABS
             13.1.19 PEEKAPAK
             13.1.20 EMOTIONAL ABCS
             13.1.21 PATHS PROGRAM LLC
     13.2 OTHER PLAYERS
             13.2.1 THE SOCIAL EXPRESS
             13.2.2 BASE EDUCATION
             13.2.3 EVERYDAY SPEECH
             13.2.4 APERTURE EDUCATION
             13.2.5 TAPROOT LEARNING

14 APPENDIX (Page No. - 208)
     14.1 ADJACENT/RELATED MARKETS
             14.1.1 SMART LEARNING MARKET
                       14.1.1.1 Market definition
                       14.1.1.2 Market overview
                       14.1.1.3 Smart learning market, By Component
                       14.1.1.4 Smart learning market, By Services
                       14.1.1.5 Smart learning market, By Learning Type
                       14.1.1.6 Smart learning market, by End User
                       14.1.1.7 Smart learning market, by Region
             14.1.2 EDUCATION ERP MARKET
                       14.1.2.1 Market definition
                       14.1.2.2 Market overview
                       14.1.2.3 Education ERP Market, By Component
                       14.1.2.4 Education ERP Market, By Application
                       14.1.2.5 Education ERP Market, By Deployment Type
                       14.1.2.6 Education ERP Market, By End User
                       14.1.2.7 Education ERP Market, By Region
     14.2 DISCUSSION GUIDE
     14.3 KNOWLEDGE STORE: MARKETSANDMARKETSí  SUBSCRIPTION PORTAL
     14.4 AVAILABLE CUSTOMIZATIONS
     14.5 RELATED REPORTS
     14.6 AUTHOR DETAILS

The study involved four major activities in estimating the current size of the social and emotional learning market. Exhaustive secondary research was done to collect information on the industry. The next step was to validate these findings, assumptions, and sizing with industry experts across the value chain using primary research. Both top-down and bottom-up approaches were employed to estimate the total market size. After that, the market breakup and data triangulation procedures were used to estimate the market size of the segments and sub-segments of the social and emotional learning market.

Secondary Research

In the secondary research process, various secondary sources were referred to for identifying and collecting information for the study. The secondary sources included annual reports, press releases, investor presentations of companies, white papers, certified publications, and articles from recognized associations and government publishing sources. Several journals were also referred to, such as the International Journal of Computer Science and Information Technology and Security (IJCSITS), ScienceDirect, ResearchGate, Academic Journals, and Scientific.Net; and Social and emotional learning associations/forums. Secondary research was mainly used to obtain key information about industry insights, the marketís monetary chain, the overall pool of key players, market classification, and segmentation according to industry trends to the bottom-most level, regional markets, and key developments from market- and technology-oriented perspectives.

Primary Research

In the primary research process, various primary sources from the supply and demand sides were interviewed to obtain qualitative and quantitative information for the report. The primary sources from the supply side included industry experts, such as Chief Executive Officers (CEOs), Chief Technology Officers (CTOs), Chief Operating Officers (COOs), Vice Presidents (VPs), marketing directors, technology and innovation directors, and related key executives from various key companies and organizations operating in the social and emotional learning market. The primary sources from the demand side included social and emotional learning network end users, network administrators/consultants/specialists, Chief Information Officers (CIOs), and subject-matter experts from enterprises and government associations.

Social and Emotional Learning Market Size, and Share

To know about the assumptions considered for the study, download the pdf brochure

Market Size Estimation

Multiple approaches were adopted to estimate and forecast the social and emotional learning market. The first approach involves the estimation of the market size through the summation of companiesí revenue generated through the sales of hardware, software, and services. This entire procedure has studied the annual and financial reports of top market players and extensive interviews of industry leaders, such as CEOs, VPs, directors, and marketing executives of leading companies, for key insights. All percentage splits and breakups have been determined using secondary sources and verified through primary sources. All possible parameters that affect the market covered in this research study have been accounted for, viewed in extensive detail, verified through primary research, and analyzed to arrive at the final quantitative and qualitative data. This data has been consolidated and enhanced with detailed inputs and analysis from MarketsandMarkets.

Data Triangulation

After arriving at the overall market sizeóusing the market size estimation processes as explained aboveóthe market was split into several segments and subsegments. In order to complete the overall market engineering process and arrive at the exact statistics of each market segment and subsegment, data triangulation and market breakdown procedures were employed, wherever applicable.

Report Objectives

  • To define, describe, and forecast the global social and emotional learning market based on component, core competencies, type, end user, and region
  • To forecast the market size of segments with respect to five main regions: North America, Europe, Asia Pacific (APAC), Middle East & Africa (MEA), and Latin America
  • To identify and analyze key drivers, restraints, opportunities, and challenges influencing the growth of the market
  • To analyze micro markets with respect to individual growth trends and their contribution to the overall market
  • To analyze the degree of competition in the market by identifying various parameters of key market players
  • To provide a detailed competitive landscape of the social and emotional learning market, along with an analysis of business and corporate strategies, to track and analyze competitive developments, such as new product launches and product enhancements; agreements, collaborations, and partnerships; acquisitions; and business expansions
  • To profile the key market players, such as top and emerging vendors; provide a comparative analysis based on their business overviews, regional presence, product offerings, and business strategies; and illustrate the marketís competitive landscape
  • To track and analyze the competitive developments in the market, such as new product launches, product enhancements, partnerships, acquisitions, and agreements and collaborations

Customization Options

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Product Analysis

  • Product Matrix, which gives a detailed comparison of the product portfolio of each company

Company Information

  • Detailed analysis and profiling of additional market players (up to five)
Report Code
TC 7519
Published ON
Nov, 2022
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