Social Emotional Learning (SEL) is a learning that focuses on self-development of students to achieve success in learning and life. The characteristics of SEL require a relationship pattern that prioritizes equality, which is identical to the characteristics of a country with egalitarian culture. This literature review aims to systematically review the literature on the application of SEL in elementary schools in a country with paternalistic culture. The literature search was carried out through the ScienceDirect and Semantic Scholar databases for the period of 2010-2021. The inclusion criterion was English articles that specifically discussed the development of SEL in elementary schools in a country with paternalistic culture. Based on the article extraction, 4 qualified articles were selected. The results of the review show that SEL can be developed in a country with paternalistic culture through the Strong Kids, PATHS, Collaborative Learning and Social Support optimization programs. These programs are effective to develop social-emotional skills in a country with paternalistic culture, with a supporting factor of changing the teacher's mindset to change their role as a partner that emphasizes equality in implementing SEL. Thus, it is important for teachers to develop SEL in elementary schools.