Abstract: This study examined the utilization of Social Emotional Learning by Teachers in schools in Borno State. The study’s focus was on inclusive education. Social Emotional Learning is the acquisition of core competencies including one’s ability to recognise ones’ own emotions, set and achieve goals, recognise the emotions and perspectives of others, constructively, manage interpersonal situations including problem -solving and conflict resolution and maintain positive relationship with others. Inclusive education happens when children with and without disabilities are mainstreamed and taught together. The study focused on the Social Model of Disability. Many students receive special education and related services in a general education classroom where peers without disabilities also spend their days.