Social-Emotional Learning (SEL) is integral to student development, encompassing skills such as self-awareness, empathy, and emotional regulation. With the proliferation of artificial intelligence (AI) in educational contexts, tools like ChatGPT present new opportunities for supporting these competencies. This paper investigates the potential of ChatGPT to function as an SEL resource for MA students. Through a qualitative case reflection involving 10 classmates, participants engaged with ChatGPT using SEL-focused prompts and provided detailed reflections on their experiences. Findings indicate that ChatGPT can serve as an accessible, non-judgmental tool for initial emotional reflection, stress management, and perspective-taking. However, significant limitations were noted, including impersonal responses, a lack of deep contextual understanding, and the risk of fostering over-reliance on AI for emotional needs. The study concludes that while ChatGPT can act as a supplementary tool for SEL, it must be integrated with caution and within a broader ecosystem of human support. Recommendations are provided for educators, students, and AI developers to leverage such technology responsibly while safeguarding the irreplaceable value of human connection in emotional learning.