This study investigates the impact of Social-Emotional Learning (SEL) on students’ social interactions and emotional adaptation in the context of the COVID-19 pandemic. The research reveals that the pandemic has exacerbated students' anxiety, loneliness, and emotional regulation issues, while SEL has played a pivotal role in alleviating these emotional struggles and addressing the deficits in social skills. Employing a mixed-methods research design, which includes a literature review and empirical surveys, the study evaluates both the theoretical framework and practical outcomes of SEL. The findings indicate that SEL significantly enhances students' social awareness, interpersonal skills, and self-regulation abilities, making it crucial for the psychological well-being and social skill reconstruction of students in the post-pandemic era. The paper proposes strategies to foster social interactions, emotional support activities, and the active involvement of educators to facilitate students' social reconnection and emotional regulation. Moving forward, SEL is poised to become a key strategy in cultivating resilient, socially responsible, and emotionally intelligent future citizens.