This study determines the priority levels of social-emotional competencies among high school students and proposes implications for developing a school psychological handbook. Based on the Social and Emotional Learning (SEL) framework, five core competencies were examined: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Data were gathered from six experts with relevant knowledge and experience in education and student psychology, and subsequently analyzed using the Fuzzy Analytic Hierarchy Process (Fuzzy AHP) method. The pairwise comparison matrix satisfied the consistency requirement, with a Consistency Ratio (CR) of 0.0429. The results indicate that selfmanagement ranks first, with a normalized weight of 0.2465, followed by responsible decision-making in second place (0.2202). The remaining competencies, in descending order of priority, are social awareness (0.1869), self-awareness (0.1852), and relationship skills (0.1613). These findings provide an empirical foundation for structuring content, allocating material, designing reflective prompts, and establishing support mechanisms in school psychological handbooks for high school students in Vietnam.