This article looks at the role of Ubuntu philosophy in Social-Emotional Learning (SEL) as we develop a comprehensive curriculum for the whole Motswana child in the pre-primary to primary level of Botswana’s education system. We address the gap in present culturally relevant SEL frameworks which do not align with Botswana’s community values and educational aims. We base our work on Ubuntu which presents a model of interconnectedness, empathy and collective well being we put forth a decolonized approach to SEL that which puts forward African epistemologies. Methodology used is a qualitative literature review and theoretical analysis which we use to synthesize Ubuntu with what is known of SEL to put forth a culture-based framework. We present that Ubuntu’s focus on relationship, respect and community responsibility can improve SEL practices which in turn will foster emotional resilience, identity affirmation and prosocial behaviour in young students. Also, we put forward a framework which puts forward Indigenous knowledge systems and context related issues over out dated Western models. We see to it that which which we present a fair, context sensitive education which pays attention to the Motswana child’s social emotional and community growth. Also, we add to the global discussion on culturally sustaining SEL and we also affirm Africa’s intellectual input in rethinking what holistic education is.