This paper presents a scoping review of existing literature published between 2010 and 2022 on the role of schools in promoting social capabilities among students. It aims to map the evidence regarding the school programmes or interventions that are practised across the globe to promote psycho‐socio‐emotional skills among students. The review indicates a broad scope of  social interventions with limited evidence on interventions promoting social capabilities. Notably, both formal and non‐formal programmes are being offered in schools to foster social–emotional learning, self‐awareness (e.g., self‐regulation, resilience and forgiveness in attitude, and mental health awareness), and pro‐social behaviour development (e.g., positive behaviour, mindfulness, management and support, parental involvement, mentorship, sports and animal protection). This review highlights substantially encouraging effect of interventions for promoting social capabilities among students. However, the short‐term nature of programmes hardly allows the sustainability of acquired skills and behaviours among students. Additionally, the review identified a contextual gap in developing countries, including Pakistan. Therefore, it suggests the integration of such programmes in school policies and curricula, after contextualising, to ensure their regularity and sustaining psycho‐socio‐emotional skills. This recommends the development, and execution of an intervention that encompasses all the components of social capabilities collectively, along with examining its efficacy. Context and implicationsRationale of the reviewThis scoping review aims to capture the scope and map the existing evidence regarding school‐based interventions to promote psycho‐socio‐emotional development among students.Why new findings matterThe review provided valuable insights into the significance and necessity of psycho‐socio‐emotional development for students, which is essential in today's world. The lack of evidence from developing countries is found that needs critical attention. The findings contribute to the future of holistic development through the contextual adaptation of practiced interventions in developing contexts like Pakistan.Implications for researchers and policymakersThe emerging findings imply the need for understanding the importance of developing psycho‐socio‐emotional skills collectively among students as part of the school experience. The implications extend to various stakeholders, including policymakers and school practitioners, who need to prioritise the holistic development of students throughout their formal education. Furthermore, this review is a call for researchers to develop, implement and evaluate the effectiveness of such interventions tailored to the specific needs of developing contexts, where there is currently a lack of evidence of school‐based initiatives.

This paper presents the self-efficacy for online learning during a pandemic across two age groups young (25 and below) and old (above 25) from different schools and universities in Sindh based on five constructs of self-efficacy. These constructs include completion of online courses, social interaction among students, academic interaction among students, interaction with instructors, and handling online tools of course management. This was a quantitative study with a web-based survey. The population of the study was school and university students of Sindh aging from 18 onwards and have taken online classes. The sample (n=162) was selected conveniently. And the data were gathered using an adopted questionnaire of self-efficacy for online learning (SeQoL) which has an excellent Cronbach’s alpha value (0.947). The analysis was done by exploratory, descriptive, and inferential analysis. The results of the study reveal that the old group has shown higher (M= 3.07; SD= 0.57) self-efficacy for online learning as compared to their counterparts in the younger group (M= 2.72; SD= 0.54). The difference was found to be significant (p<0.001) with a medium magnitude (r=0.321). Therefore, the paper concludes that both age groups have a certain level of self-efficacy for online learning. However, the older students have higher self-efficacy than their counterparts. This study presents some limitations and recommendations for both policy and practice levels and for future studies.