The absence of socio-emotional learning (SEL) reflects the lack of awareness that does not let human beings behave in assertive ways to face the different situations that life brings. Thus, the opportunities to turn into successful people are minimal when they usually adopt self-destructive behaviors risking a promissory future. For this reason, socio-emotional learning has achieved great importance in the educational sector around the world, being considered essential to improve social-economic development, especially in those countries that are submerged in a serious social issue such as violence and extreme poverty, because they will be the ones that take the longest to recover from the effects caused by COVID 19, which had a negative impact on the mental, social, emotional, physical, and cognitive level of both childhood and adolescence. Consequently, this research aims to strengthen SEL in post-pandemic of Colombian middle childhood from a virtual learning environment, through three studies where the first, identifies the level of the affectation caused by the social isolation in the Colombian middle childhood due to COVID 19 using the narrative review, the second recognizes the methodologic characteristics to design an effective didactic strategy to develop SEL through a systematic review. Finally, the third study has the purpose to design and evaluate the didactic strategy with the expertise opinion.