SOCIAL EMOTIONAL LEARNING: TEACHERS’ PERCEPTIONS AND

UNDERSTANDINGS REGARDING THE FIVE SOCIAL

EMOTIONAL LEARNING COMPETENCIES

by

DENISE ELIZABETH-ANNE GLENN

A DISSERTATION

Presented to the Educational Leadership Program and

Saint Elizabeth University in partial fulfillment of
requirements for the degree of
Doctor of Education
May 2022
Copyright 2022, Denise E. Glenn

ii
iii
 ABSTRACT

An abstract of the dissertation of Denise E. Glenn for the degree of Doctor in Education in the

Educational Leadership Program presented May 2022

Title: Social Emotional Learning: Teachers’ Perceptions and Understandings Regarding the Five

Social Emotional Learning Competencies

According to the Collaborative for Academic, Social and Emotional Learning (CASEL), social

emotional learning is “the process through which children and adults acquire and effectively

apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and

achieve positive goals, feel and show empathy for others, establish and maintain positive

relationships, and make responsible decisions.” Social and emotional skills are often indicators

of how well a person adapts to change, adapts to their environment, and ultimately, how

successful they will be in life. Research suggests that the effective implementation of SEL leads

to more positive outcomes for young people and dramatically improves the climate and culture

of a school (Civic Enterprises, 2017). The purpose of this study was to evaluate the perceptions

and understanding of high school teachers regarding SEL (social-emotional learning) by utilizing

the five social and emotional learning core competencies identified by CASEL: Self-awareness,

Self-management, Social-awareness, Relationship Skills, and Responsible decision making.

Three research questions used to guide this study were: (1) To what extent do the teachers of

LHS understand the social-emotional competencies that prepare students for success in school

iv
and the future? (2) To what degree are LHS teachers integrating effective strategies and practices

that support SEL in their classroom? (3) To what degree are LHS teachers integrating effective

strategies and practices that support SEL in their classroom? The study’s findings identified a

lack of understanding of the competencies of SEL, in addition to a lack of feasibility when

implementing SEL into the classroom. The study also revealed that the school’s mission was not

aligned to the SEL competencies. The researcher recommends offering robust and

comprehensive training to the teachers to deepen the understanding of SEL. By making changes

to highlight the importance of SEL and training their staff, schools can provide rich SEL

practices to both their teachers and students while strengthening the importance of SEL among

its culture.

v
 DEDICATION

This work is dedicated to my parents, Douglas W. Glenn, Sr. and the late Susan B. Glenn. My

grandparents Louis J. Babbitt & Sybil M. Babbitt and William F. Glenn & Lillian P. Glenn, four

special angels who cultivated the acorn to become the mighty oak. From the beginning, I was

raised by the village, filled with love, laughter, joys, memories, challenges, sandy toes, salty

kisses, and hugs. I was told to never give up on my dreams and to remember that I was a

survivor- “you’re a Glenn, we never give up.” I am blessed each and every day that these six

amazing people impacted my life in a unique and special way. Bema with her gentle spirt and

soul, Grandma with her Rosie the Riveter sense of adventure, Grandpa sitting on the rock,

waiting for Spunky to get off the bus, and finally Date, always telling me about Sam Bass and to

never take flack. Dad aka “Pops,” I am honored to be your little girl and princess. You have

endured more on this journey than anyone else. You kept me grounded and dealt with my

insecurities. You are my rock, hero, and biggest cheerleader. I love you, Daddy. Finally, to my

mom, you were taken away from us too soon, but you were always preparing me for life. Your

strength, toughness, and love forged the woman I am today. Your shoes are hard to fill but I

continue to carry on the legacy of strong women with a passion to learn and explore. I see you in

my dreams but more importantly in the faces of your three beautiful grandchildren, Julia, Jillian,

and Douglas Joseph “DJ.” Mommy, you are my voice of strength in the darkness, holding my

hand when I am alone. Thank you for your unconditional love. “Never let anyone steal your

wings, you must decide how high to fly.” Maleficent

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 ACKNOWLEDGEMENTS

“All our dreams can come true, if we have the courage to pursue them,” Walt Disney. He came

from humble beginnings, and, despite failures, he never gave up. This journey took courage,

faith in God, tenacity, love, tears, grit, perspiration, and passion. To my family, Douglas W.

Glenn, Jr. my little brother and best friend, his beautiful wife Jennifer, my nieces Julia and

Jillian, and my nephew DJ, I love you all so much. To my Uncle Big Tom, our number one

Eagle fan. To Nadia Nouri, my other mom. I was supported by amazing friends, my buddy

Emilie Bacchetta, my mentor Jeffrey Swanson, and my math mom Jane Feret. Thank you, Liza,

for being my friend of 37 years. To my school colleagues who entrusted me with their stories,

feelings, honesty, and humility. I am forever grateful that you supported me through this

endeavor. To Dr. Reardon, who became our mom with words of encouragement, late night talks,

and hugs to calm the nerves. To Dr. Ciccone, who listened to my story and gave me the

opportunity to fulfill my dream. To Msgr. McDade, who pushed me right from the beginning to

face my fears, told me to hire an editor, and to “get the damn thing done!” To Dr. Z, who

provided me with insight and an occasional laugh at a much-needed moment. To Mike Gottfried

and Melinda Lugo, thank you for everything. To Kate Diskin, who cried with me in the parking

lot after our second, class our journey is now complete. Finally, love hugs and cheers to the “Fab

Five” Moses (my first new friend), Joy (my sister forever), Anthony (my voice of reason when

no one else could calm down) and Chris (the quiet force that kept us grounded). Our journey

together has stood the test of COVID, illness, frustrations, laughs, late nights, ZOOM classes,

pure exhaustion, and now the ultimate reward. I am honored to be part of Cohort #13; we are a

unique and blessed group. We started together and we finished together-leave no one behind.

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You’re my inspiration and my Fab Five Family Forever! Faith in God, Love, and Pixie Dust-our

dreams came true.

viii
 TABLE OF CONTENTS

ABSTRACT ................................................................................................................................... iv
DEDICATION ............................................................................................................................... vi
ACKNOWLEDGEMENTS .......................................................................................................... vii
LIST OF TABLES ........................................................................................................................ xii
Chapter I.......................................................................................................................................... 1
Introduction ..................................................................................................................................... 1
Background and Context ............................................................................................................. 1
Local Context .............................................................................................................................. 6
The Researcher ............................................................................................................................ 7
Exploratory Research .................................................................................................................. 8
Problem Statement and Purpose of Study ................................................................................... 9
Research Questions ..................................................................................................................... 9
Rationale and Significance .......................................................................................................... 9
Research Approach ................................................................................................................... 10
Assumptions .............................................................................................................................. 11
Definition of Key Terms ........................................................................................................... 11
Summary ................................................................................................................................... 14
Chapter II ...................................................................................................................................... 17
Review of the Literature ............................................................................................................... 17
Introduction ............................................................................................................................... 17
Review of the Literature ............................................................................................................ 17
Purpose of the Study ................................................................................................................. 17
Development of CASEL ........................................................................................................... 19
Theoretical Framework ............................................................................................................. 21
CASEL Competencies............................................................................................................... 22
CASEL and Educators as Leaders ............................................................................................ 24
Social-Emotional Learning Importance & Early Functions in the Classroom.......................... 25
Social-Emotional Learning Impact on Developmental Skills ................................................... 31

ix
 Emotional Skills of SEL............................................................................................................ 35
SEL's Emotional Self-Regulation Impact ................................................................................. 35
SEL's Emotional Skills Impact.................................................................................................. 36
The Importance and Increased Interest in SEL Skill Development .......................................... 37
Use of Culturally Responsive Practices with SEL .................................................................... 38
Social-Emotional Learning through Emotional Intelligence & Indirect Learning ................... 40
Emotional Intelligence with SEL .............................................................................................. 41
Indirect Learning and SEL ........................................................................................................ 43
Curriculum, Policy, & Legislation ............................................................................................ 45
Current SEL Interventions & Improvements ............................................................................ 48
COVID-19 Impacts on Students Learning Wellbeing & Associated Impacts for SEL ............ 53
Chapter Summary...................................................................................................................... 55
Chapter III ..................................................................................................................................... 57
Methodology ................................................................................................................................. 57
Introduction and Overview........................................................................................................ 57
Research Setting ........................................................................................................................ 58
Research Sample ....................................................................................................................... 59
Data Collection Methods ........................................................................................................... 61
Overview of the Information Needed........................................................................................ 66
Data Analysis and Synthesis ..................................................................................................... 67
Ethical Considerations............................................................................................................... 69
Validity and Reliability ............................................................................................................. 70
Delimitations ............................................................................................................................. 71
Summary ................................................................................................................................... 72
Chapter IV ..................................................................................................................................... 73
Data Analysis and Findings .......................................................................................................... 73
Overview of the Study............................................................................................................... 73
Purpose and Research Questions............................................................................................... 73
Data Sources .............................................................................................................................. 74
Triangulation ............................................................................................................................. 75
Major Findings .......................................................................................................................... 76

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 Chapter Summary.................................................................................................................... 100
Chapter V .................................................................................................................................... 102
Discussion, Conclusions, and Recommendations ....................................................................... 102
Research Questions and Findings ........................................................................................... 103
Discussion of Findings and Conclusions ................................................................................ 104
Limitations of the Study .......................................................................................................... 111
Recommendations ................................................................................................................... 112
Recommendations for Further Research ................................................................................. 114
Final Reflection ....................................................................................................................... 115
APPENDICES ............................................................................................................................ 116
REFERENCES ........................................................................................................................... 140

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 LIST OF TABLES

Table 1. Overview of Research Questions………...………………………………….………66

Table 2. Triangulation Matrix...……………………………..………………………..……69,76

Table 3. Finding 1: Interview Participant Contribution...…………………………….………76

Table 4. Finding 1: Codes…………...……………….....………………………….…………77

Table 5. Finding 1: Survey……………………………………………………….…………...80

Table 6. Finding 2: Focus Group Participant Contribution.…………………….…………….81

Table 7. Finding 2: Focus Group Codes……………………………………….……………...81

Table 8. Finding 3: Interview Participant Contribution………………………….…………....84

Table 9. Finding 3: Interview Codes……………………………………….…….……………84

Table 10. Finding 3: Survey Responses……………………………………………………….87

Table 11. Finding 4: Interview Participant Contribution……………………………………...88

Table 12. Finding 4: Interview Codes…………………………………………………………88

Table 13. Finding 4: Survey Responses……………………………………………………….91

Table 14. Finding 5: Focus Group Participant Contribution…………………………………..92

Table 15. Finding 5: Focus Group Codes……………………………………………………...92

Table 16. Finding 6: Focus Group Participant Contribution…………………………………..95

Table 17. Finding 6; Focus Group Codes……...………………………………………………95

Table 18. Finding 6: Survey Responses………………………………………………….…….97

Table 19. Finding 7: Interview Participant Contribution...……………………………….……98

Table 20. Finding 7: Interview Codes………………………………………………………….98

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 Chapter I

Introduction

Background and Context

Schools are an essential setting for children's social and emotional development. To build

on and support these critical skills, schools are widely adopting social-emotional learning (SEL)

programs. The minds and bodies of adolescents change rapidly, with outside influences and ideas

shaping their identities. Students today are exposed to a plethora of social challenges, and many

are doing so on social media applications. Today's students are distracted and under a great deal

of pressure academically and socially. Many students are facing mental challenges that require

the support of the educational community.

The development of SEL skills has become a fundamental part of instruction. Social and

emotional skills are often indicators of how well a person adapts to change, adapts to their

environment, and ultimately, how successful they will be in life. Recent research suggests that

the effective implementation of SEL leads to more positive outcomes for young people and

dramatically improves the climate and culture of a school (Civic Enterprises, 2017).

Social and emotional skills are receiving increasing attention in both state and federal

policies. Under federal law, Every Student Succeeds Act (ESSA), a growing number of states

have developed and adopted social and emotional learning standards. Currently, all fifty states

have adopted SEL standards for pre-kindergarten, eleven have adopted pre-kindergarten and

elementary standards, and a total of eighteen states have adopted standards from pre-

kindergarten to high school.

According to Jones, an increasing amount of federal policy has begun to incorporate

"social, emotional, and behavioral factors into education through school climate initiatives, anti-

1
bullying work, and positive discipline reform" (2017, p.5). Members of Congress from both

parties have introduced or supported pending legislation that includes social and emotional

learning. Rep. Tim Ryan (D-Ohio) introduced two new bills in the spring of 2017 with bipartisan

co-sponsorship. House of Representatives (H.R.)1864 addresses chronic absenteeism and ways

to prevent it. Many states are focusing on chronic absenteeism as one of the indicators of school

improvement under the Every Student Succeeds Act (ESSA). H.R. 2544 looks at ways to reduce

teacher stress as an important factor in students' success (CASEL: Policy Recommendations,

2020).

The Collaborating States Initiative (CSI), was established in 2016, to work with states

and school districts to help ensure that preschool to high school students are fully prepared

academically, socially, and emotionally to succeed in life, academics, and careers, (Collaborative

for Academic, Social, and Emotional Learning (CASEL): Policy Recommendations, 2020).

Some states are currently working with CSI and CASEL to incorporate SEL into existing

programs and including academics. All states have established preschool competencies in SEL.

Thorson writes that schools are recognizing that students who are self-aware and able to

understand their own emotions are more socially adept and have a greater ability to relate to

others. Students with strong social-emotional skill sets are primed for greater academic success

by improving test scores, grades, attendance; fostering a more positive attitude towards oneself

and others; and developing more positive relationships with peers and adults (Thorson, 2018:

Durlak et al., 2011; Farrington et al., 2012; Sklad et al., 2012; Weisberg, Durlak, Domitrovitch,

& Gulotta, 2015).

According to "Ready to Lead," a report for the Collaborative for Academic, Social, and

Emotional Learning (CASEL) based on a national principal survey on how SEL can prepare

2
children and transform schools, there is data to support the importance of embedding social and

emotional development in schools. The report cites a 2011 meta-analysis that found that students

who receive high-quality SEL instruction have achievement scores on average of 11 percentile

points higher than students who did not receive SEL instruction.

Data supports that SEL not only improves achievement by an average of 11 percentile

points, but it also increases prosocial behaviors (such as kindness, sharing, and empathy),

improves student attitudes toward school, and reduces depression and stress among students

(Durlak et al., 2011). According to Civic Enterprises (2019), teachers across the United States

recognize that social and emotional learning is critical to student success in school, work, and

career-ready skills. Many educators want schools to give more priority to integrating SEL skills

into the curriculum, instruction, and school culture; and believe state student learning standards

should reflect this priority (Civic Enterprises, 2019; Schund & Weisberg, 2020; Will, 2020).

In April 2020, Education Week released a survey that assessed how district leaders,

principals, and teachers view social-emotional learning. The Education Week Research Center

completed the survey before the COVID-19 outbreak. The full report, Data: How District

Leaders, Principals, and Teachers View Social-Emotional Learning presented data on the

perceptions of SEL.

The data presented from the survey found that 74% of teachers, principals, and district

leaders said that SEL is taught in their schools, 43% found it transformational, 18% viewed it as

promising, and 29% saw it as one of the many strategies available for students. Only 5% saw it

as a passing fad, and 3% saw it as a harm to education.

Civic Enterprises (2019) released an updated national survey to their initial report

published in 2017, Ready to Lead: A National Principal Survey on How Social and Emotional

3
Learning Can Prepare Children and Transform Schools. The report prepared for CASEL was

supported by several organizations considered to be at the forefront of SEL research, the Hart

Foundation, the Aspen Institute, the Raikes Foundation, the Spencer Foundation, the Einhorn

Family Charitable Trust, and the Wallace Foundation.

According to Civic Enterprises (2019), nearly all principals continue to see developing

students' social and emotional skills as a critical aspect of students' in-school experience, and

their commitment to teaching these skills has increased since 2017. Results indicated that 83% of

the participants surveyed believe that it is very important for their schools to promote SEL skills,

99% believe that social and emotional skills are probably or definitely teachable in a school

setting, 93% of principals believe their school should place a great deal or fair amount of

emphasis on developing students' SEL skills, while 66% suggest that a great deal of emphasis

should be placed on student's social and emotional learning.

Overall, the level of commitment to SEL increased from 69 % in 2017 to 74% in 2019,

81% reported a positive school climate, 79% reported believing that SEL would have long-

lasting benefits after graduation, 68% indicated that SEL prepared students for the workforce,

and 57% felt SEL prepared students to get to and through college.

Both surveys utilized the definition of social-emotional learning, as defined by the Collaborative

for Academic, Social, and Emotional Learning (CASEL) (2020a), the process where children

and adults acquire, support, and apply knowledge, attitudes, and skills needed to internalize and

regulate emotions; develop relationships; and develop responsible decision making. These

competencies are demonstrated through "self-awareness, self-management, social awareness,

relationship skills, and responsible decision making" (CASEL, 2020a).

4
 Adolescence is a critical period to invest in young people's social-emotional learning.

During adolescence, young people begin articulating their beliefs and values, experimenting with

new interests, and expanding their social relationships. According to Domitrovich, research in

adolescence has shown the fundamental importance of Social Emotional Competencies (SEC) in

promoting school engagement, post-secondary completion, and workplace success. "Secondary

schools have an opportunity to positively influence adolescent development if they actively

engage in promoting SEL" (2017, p. 3).

CASEL's widely used framework of the five related components coincides with the

development of the adolescent:

● Self-awareness: The ability to accurately recognize one's emotions and thoughts and

their influence on behavior. This includes accurately assessing one's strengths and

limitations and possessing a well-grounded sense of confidence and optimism.

● Self-management: The ability to regulate one's emotions, thoughts, and behaviors

effectively in different situations. This includes managing stress, controlling impulses,

motivating oneself, and setting and working toward achieving personal and academic

goals.

● Social awareness: The ability to take the perspective of and empathize with others from

diverse backgrounds and cultures, to understand social and ethical norms for behavior,

and to recognize family, school, and community resources and supports.

● Relationship skills: The ability to establish and maintain healthy and rewarding

relationships with diverse individuals and groups. This includes communicating clearly,

listening actively, cooperating, resisting inappropriate social pressure, negotiating

conflict constructively, and seeking and offering help when needed.

5
 ● Responsible decision-making: The ability to make constructive and respectful choices

about personal behavior and social interactions based on consideration of ethical

standards, safety concerns, social norms, the realistic evaluation of consequences of

various actions, and the well-being of self and others.

Local Context

Lakeview High School is a four-year comprehensive public high school located in

Northwest, New Jersey. LHS enrolls students in ninth through twelfth grade serving a district of

3575 students, Lakeview is also a sending/receiving district for a neighboring K-8 school district.

According to the New Jersey Department of Education (2018), Lakeview High School is

a choice school for the Fine and Performing Arts. Lakeview offers an array of programs,

including three levels of symphonic band, four levels of choir, several levels of dance, strings,

and electives in Broadway theatre and music theory. Additionally, there are nine select group

choirs, wind ensemble, and two marching band programs. Both the choir and band have received

national recognition and awards.

Lakeview has earned Bronze Certification in both Future Ready Schools and Sustainable

Jersey for Schools (NJDOE, 2019). In 2019, Lakeview implemented an academy that is

partnered with the County Vocational School District. In the fall of 2020, Lakeview will offer

classes in Aviation and Piloting in conjunction with the Airplane Operators and Pilot Association

(AOPA).

The average class size is 19 students. Lakeview has a 1:1 device ratio for staff and

students. From the class of 2018, 86% are continuing their formal education in either a two-year

or four-year college or university. Numbers are higher than the state average of 72% (NJDOE,

2019). According to NJDOE (2018), 83% of the students speak English as their primary

6
language. 11% of the student population report Spanish as their native language, with 6%

speaking other languages.

Lakeview has a culturally diverse population that has a long-standing reputation for

athletic excellence. More than 60 teams, at all levels regularly post-conference county and state

championships. The average median income for the township is $110, 605.00, and the median

home value is $349, 600.00. According to the United States Census Bureau (2018), the

racial/ethnic background is as follows: White 72.4%, Hispanic 16.7%, African American 3.3%,

Asian 5.4%, Pacific Islander 0.2%, American Indian 0.1%, and two or more races 2.0%. In

addition, the special education population is 17.8%.

The district employs one superintendent, one assistant superintendent, one director of

human resources, one director of instructional innovation and planning, one director of

technology, seven principals, four assistant principals, and eight department supervisors.

The Researcher

As an educator for more than 22 years, I have always been interested in the social-

emotional development of adolescents. As a middle school teacher, supervisor, interim principal,

aunt, sister, and daughter, I have always been surrounded by children. After serving time as an

interim principal, I became very interested in the social-emotional learning programs we offered

our students.

Serving as a middle school teacher for 14 years, I spent a great deal of time dealing with

adolescent behaviors and their development. The belief is that most teachers spend their day

teaching content related material. I found that I spent most of the day infusing positive behavior

supports, appropriate behaviors, skills, and time management into my lessons. Today, these skills

7
are now known as the social-emotional learning competencies-self-awareness, self-management,

social awareness, relationship skills, and responsible decision making (CASEL, 2020a).

I also live in Lakeview, attended, and graduated from the schools myself, as did my

brother. I enjoy the strong bonds I have with the community and the school district as an

administrator, tax-payer, and graduate.

Exploratory Research

As stated earlier, districts, administrators, even federal guidelines have come to

recognize that social and emotional learning is critical to student success in school, work, and

career-ready skills. There is a firm belief the SEL competencies should be embedded in everyday

instruction. In essence, this is about respecting yourself and others. These attributes form a

strong foundation for social, academic, and vocational success (Kendziora & Yoder, 2016).

On a very small, but statistically significant scale, I conducted a preliminary survey

(December 2019) in my district to determine the efficacy of this topic for potential study. I

focused on two high school departments: science (62% of respondents) and special education

(38% of respondents). Ten questions designed around implementing and understanding SEL

were presented using a Likert Scale. The Likert scale from 1-5, with 1= strongly disagree to

5=strongly agree, was utilized. The questions ranged from explaining/describing the SEL

competencies, SEL impacting success, students struggles both socially and emotionally, support

of administrators, and management approaches.

All of the educators were responsible for direct instruction with both general education

and special education students. Results of the survey demonstrated that there is a need for SEL in

the classroom and that SEL increases prosocial behaviors (such as kindness, sharing, and

8
empathy), improves student attitudes toward school, and reduces depression and stress among

students.

The educators reported that 64.6% of their students could not successfully resolve

conflicts, 58.3% were unaware of what SEL is, and another 68% felt that students were ill-

equipped to face challenges that occur both socially and emotionally. An overwhelming, 90% of

respondents thought that they could use more training in SEL. After examining the preliminary

results and reviewing data based on national surveys, I am confident LHS needs to establish a

dedicated SEL program.

Problem Statement and Purpose of Study

The purpose of this study is to evaluate the perceptions and understanding of teachers

regarding SEL (social-emotional learning) by utilizing the five social and emotional learning

core competencies identified by CASEL: Self-awareness, Self-management, Social-awareness,

Relationship Skills, and Responsible decision making.

It appears that students at LHS have demonstrated a need for a dedicated SEL program.

This is indicated by the high number of discipline referrals to the office and guidance counselor.

Irresponsible decision making, low self-awareness, poor self-regulation, and other factors

indicate the need for implementation of an SEL program.

Research Questions

1. To what extent do the teachers of LHS understand the social-emotional competencies that

prepare students for success in school and the future?

2. To what degree are LHS teachers integrating effective strategies and practices that

support SEL in their classroom?

Rationale and Significance

9
 It is the belief of this researcher that a designated SEL program that utilizes the five core

competencies is essential to the overall health and development of the whole student. According

to CASEL (2013), SEL is the process through which children acquire and effectively apply the

attitudes, knowledge, and skills necessary to understand and manage emotions, feel and show

empathy for others, establish and maintain positive relationships, set and achieve positive goals,

and make responsible decisions. These skills are considered a critical competency of SEL,

without which students are less likely to find success in school and beyond.

The District Resource Center established by CASEL supports school districts that make

social and emotional learning an integral part of a student's education. School systems across the

United States, such as the Hawaii Department of Education, Tacoma Public Schools, Baltimore

City Schools, Boston Public Schools, and Anchorage Public Schools, support high quality and

consistent implementation of SEL (Williams, 2018).

Research Approach

A mixed-methods approach will be used for this study of both qualitative and

quantitative data. The qualitative data will be collected from staff members, including teachers,

specialists, supervisors, principals, and counselors. The goal is to analyze current perceptions,

beliefs, and practices when SEL is implemented into lessons as well as their perceptions

concerning SEL. Qualitative data will be collected through a series of interviews and a focus

group. The quantitative data will be collected through surveys using GOOGLE survey. Using a

combination of qualitative and quantitative data will improve the evaluation by ensuring that the

limitations of one type of data are balanced by the strengths of another. The mixed methods

approach compliments each other, providing an in-depth and comprehensive understanding of

10
the research problem (Bloomberg & Volpe, 2019; Bazeley, 2018; Creamer, 2018; Cresswell &

Cresswell, 2018).

Assumptions

It is the belief of this researcher that social-emotional learning and instruction are

underdeveloped within the school community. Self-awareness begins with the questions you ask

yourself. Teachers historically teach with stories, histories, and experiences that inform our

perspectives. An accurate self-perception may be challenging to achieve, yet we must provide

tools and resources that can support and prompt educators to be inclusive and promote diversity

and equality. Cultivating non-judgemental, moment-to-moment awareness of thoughts and

feelings requires ongoing self-reflection and awareness. When teachers are equipped to self-

regulate emotional responses, reduce anxiety, and increase empathy, they are better equipped to

minimize potential bias and increase the potential for respectful relationships.

To effectively prevent social, emotional, and behavioral problems from occurring,

teachers need to be implementing practices and SEL programs with fidelity and consistency

across all grade levels and content areas. It is believed by the researcher that data collected will

support that SEL programs reduce problem behavior, increase academic achievement, and

increase social and emotional skills if embedded into daily interactions and through dedicated

instruction. Additionally, the researcher believes that teachers will indicate a strong need and

desire for formal and ongoing training in SEL.

Definition of Key Terms

At-risk learners-is often used to describe students or groups of students who are considered to

have a higher probability of failing academically or dropping out of school (Education Reform,

2013). https://www.edglossary.org/at-risk/

11
CASEL-The Collaborative for Academic, Social, and Emotional Learning (CASEL) defined

SEL more than two decades ago (CASEL, 2020). https://casel.org/

Depression- is a common and serious medical illness that negatively affects how you feel, the

way you think and how you act. Fortunately, it is also treatable. Depression causes feelings of

sadness and/or a loss of interest in activities once enjoyed. It can lead to a variety of emotional

and physical problems and can decrease a person’s ability to function at work and at home

(APA, 2020). https://www.psychiatry.org/patients-families/depression/what-is-depression

Emotional Intelligence- means being aware that emotions can drive our behavior and impact

people (positively and negatively), and learning how to manage those emotions – both our own

and others – especially when we are under pressure (Goleman,1996),

https://www.ihhp.com/meaning-of-emotional-intelligence

Emotional Processes-a process whereby emotional disturbances are absorbed, and decline to the

extent that other experiences and behaviour can proceed without disruption” Rachman, 1980, p.

51). http://emotionalprocessing.org/definitions/

Professional Development- is a continuum of learning and support activities designed to

prepare individuals for work with and on behalf of young children and their families, as well as

ongoing experiences to enhance this work. These opportunities lead to improvements in the

knowledge, skills, practices, and dispositions of early childhood professionals (NAEYC, 2020).

https://www.naeyc.org/resources/pd

Relationship Skills-The ability to establish and maintain healthy and rewarding relationships

with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate

with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and

offer help when needed (CASEL,2020). https://casel.org/core-competencies/

12
Responsible Decision Making-The ability to make constructive choices about personal behavior

and social interactions based on ethical standards, safety concerns, and social norms. The

realistic evaluation of consequences of various actions, and a consideration of the well-being of

oneself and others (CASEL,2020). https://casel.org/core-competencies/

Restorative Practices-is a social science that studies how to build social capital and achieve

social discipline through participatory learning and decision making (IIRP,2020).

https://www.iirp.edu/restorative-practices/defining-restorative/

Self-awareness-the ability to accurately recognize one’s own emotions, thoughts, and values,

and how they influence behavior. It is the ability to accurately assess one’s strengths and

limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.” In

short, self-awareness is the ability to understand one’s self (CASEL, 2020).

https://casel.org/core-competencies/

Self-efficacy-is defined as people's beliefs about their capabilities to produce designated levels of

performance that exercise influence over events that affect their lives. Self-efficacy beliefs

determine how people feel, think, motivate themselves and behave. Such beliefs produce these

diverse effects through four major processes. They include cognitive, motivational, affective and

selection processes (Bandura, 1994). https://www.uky.edu/~eushe2/Bandura/BanEncy.html

Self-management-The ability to successfully regulate one’s emotions, thoughts, and behaviors

in different situations — effectively managing stress, controlling impulses, and motivating

oneself. The ability to set and work toward personal and academic goals (CASEL,2020).

https://casel.org/core-competencies/

Social awareness-the ability to take the perspective of and empathize with others, including

those from diverse backgrounds and cultures. The ability to understand social and ethical norms

13
for behavior and to recognize family, school, and community resources and supports

(CASEL,2020). https://casel.org/core-competencies/

Social Emotional Learning (SEL)-Social and emotional learning (SEL) is the process through

which children and adults understand and manage emotions, set and achieve positive goals, feel

and show empathy for others, establish and maintain positive relationships, and make responsible

decisions (CASEL,2020). https://casel.org/what-is-sel/

Social competence-Social competence is the condition of possessing the social, emotional, and

intellectual skills and behaviors needed to succeed as a member of society ( HOC, 2020).

http://www.healthofchildren.com/S/Social-Competence.html

Summary

Today's schools are increasingly multicultural and multilingual and include students from

diverse social and economic backgrounds. Educators and community agencies can create

opportunities for students to interact with people of varying ages, backgrounds, and concerns to

deepen understanding, empathy, and to build relationship skills. Students can contribute to the

larger community by becoming socially aware and making responsible decisions. Through the

collaboration of school and community agencies, students grow to understand that they are part

of the broader, supportive community, and feel connected (Cohen, 2006).

Social and emotional learning (SEL) provides a foundation for safe and positive learning

and enhances students' ability to succeed in school, careers, and life. Effective social and

emotional learning programming requires coordinated classroom, schoolwide, family, and

community practices that help students develop self-awareness, relationship skills, self-

management, social awareness, and responsible decision making.

14
 Educators should be provided professional development on teaching social and

emotional skills during both pre-service and in-service (professional development).

“Professional learning opportunities should be provided not only to teachers but to administrators

and professional and paraprofessional staff. Interdisciplinary training for counselors, teachers,

administrators, and other school and district personnel can help these educators work as highly

effective teams to better serve their students" (Bridgeland et al., 2013, p. 41).

Professional development should focus on the core competencies as well as on the issues

of the school, based upon the culture and climate. Implementing a dedicated SEL program at

Lakeview will require utilizing SEL best practices and instruction on climate, school culture,

parenting support, relationships, and behavioral management. District and building support for

SEL is critical and will determine the extent to which teachers and other school personnel can

plan and proceed.

Social-emotional learning (SEL) is more important now than any other point in our

nation's history. The more we learn about the adolescent and how environmental factors, both

internal and external, influence experiences and the way students handle stressors in their lives

the more urgent it seems that we create and support programs at the secondary level. The skills

and strategies that children and teens gain through SEL have been shown to increase protective

factors and reduce risk factors associated with suicide (AAS & SPTS, 2012). Effective SEL

develops skills in problem-solving, conflict resolution, nonviolent ways of handling disputes as

well as a sense of connectedness, all of which serve as protective factors for youth. CASEL and

the research in SEL have existed for over twenty-five years. The programs established by

CASEL and other researchers are proven and evidence-based. Considering the current challenges

we are facing in education, my commitment and research to develop a dedicated SEL program to

15
Lakeview High School to ensure the well-being of staff and students remain firm. Researchers

agree that five key competencies of SEL (Durlak, Weissberg, Dymicki, Taylor & Schellinger,

2011; Weisberg, Durlak, Domitrovich, & Gullotta, 2016) provide the foundation for maintaining

high quality social relationships and responding to the challenges of life.

16
 Chapter II

Review of the Literature

Introduction

Social-emotional learning (SEL) refers to the skillset necessary to apply knowledge

regarding controlling emotions, demonstrating empathy, and creating pro-social goals (Schonert-

Reichl, 2017). While adults can engage in SEL, typically, SEL is promoted in younger cohorts,

as their social skills and emotional intelligence are still developing (Neth et al., 2020; Schonert-

Reichl, 2017). Thus, SEL is becoming part of the public consciousness and is taught in many

schools.

Review of the Literature

This chapter begins with a discussion of the theoretical framework that will underpin the

study’s themes. The remainder of this chapter will present a review, synthesis, and critique of

SEL's current literature. Themes discussed within the remaining sections of this chapter include

SEL importance and early SEL functions in the classroom, SEL impact on development skills,

the importance and increased interest in SEL skill development, and the use of culturally

responsive practices with SEL. The latter part of the chapter will focus on SEL and emotional

intelligence, the indirect impact of SEL, the curriculum, policy, legislation surrounding SEL in

public schools, and current SEL interventions and improvements with student learning well-

being associated impacts for SEL. Finally, this chapter will conclude with a summary of key

themes and an introduction to the next chapter.

Purpose of the Study

The purpose of this study is to evaluate the perceptions and understandings of teachers

regarding social-emotional learning (SEL) by utilizing the five social and emotional learning

17
core competencies identified by CASEL, which include: self-awareness, self-management,

social-awareness, relationship skills, and responsible decision making (Davidson et al., 2018;

Neth et al., 2020). SEL teaches students various critical interpersonal skills applicable within

educational settings, including why others bully and how to mitigate the best bullying's adverse

impacts (Nickerson et al., 2019). Further, SEL can help students develop the grit and resilience

necessary to develop positive coping skills (Nickerson et al., 2019).

Irresponsible decision-making, low self-awareness, poor self-regulation, and other

factors indicate the need to implement an SEL program (Cristovao et al., 2017; Davidson et al.,

2018; Neth et al., 2020). Students at LHS have experienced increased discipline referrals to the

office and guidance counselor, thus demonstrating the need for a dedicated SEL program within

this educational setting.

Social-emotional learning provides students a safe and positive learning environment and

equips educators with the capacity to enhance students' ability to succeed academically. The

literature associated with SEL over the past decade has focused on SEL practices, teacher and

parental perceptions of SEL, the achievement of students from SEL teaching, curriculum-based

SEL classrooms and teacher outcomes, and even measuring SEL outcomes for differing

demographics (Allbright et al., 2019; Anthony et al., 2020b; Blewitt et al., 2020; Caldarella et

al., 2019; Corcoran et al., 2018; Loeb et al., 2016; McCallops et al., 2019; Poulou, 2016a; Sauve

& Schonert-Reichl, 2019). Other scholarly works also reviewed the CASEL core competencies,

with very few studies focusing on examining the past implementation of SEL, how its past use

made an impact on its current benefit, or the overall SEL skills (Caldarella et al., 2019; Mondi &

Reynolds, 2020; Ross et al., 2017; Tan et al., 2018).

18
 Previous research indicates that students can learn and thrive when they are in positive

and warm school and classroom environments (Schonert-Reichl, 2017). Many students reported

feeling safe, secure, connected, and cared for, allowing their social-emotional proficiency and

academic growth to be nurtured and cultivated (Sauve & Schonert-Reichl, 2019). However, if

schools do not promote proper social and emotional development, often student outcomes are

less favorable, as academic achievement suffers and behavioral problems increase (Schonert-

Reichl, 2017).

Social-emotional learning is a natural process that all people experience as a part of their

development, yet it is a critical aspect of schooling (Elliott et al., 2018; Newman & Moroney,

2019). Over the last two decades, SEL has been recognized as a formal component of a young

person's educational experience. Thus, SEL education is increasingly utilized in both schools and

informal learning environments (Newman & Moroney, 2019).

Current literature suggests SEL proficiencies are necessary for the classroom and

advantageous for student academic success (Davidson et al., 2018; Meyers et al., 2019). In an

educational context, the inclusion of SEL has also been supported by international organizations.

These organizations include the European Union, the United Nations, and the Organization for

Economic Cooperation and Development (OECD) first supporting SEL in 2005 (Müller et al.,

2020). Educators who teach SEL skills in their classroom provide their students with more than

just potential for increased academic achievement; SEL also contributes to promoting positive

teacher-parent, parent-child, and teacher-student relationships (Early et al., 2017).

Development of CASEL

The Collaborative for Academic, Social, and Emotional Learning (CASEL) was

developed in 1994 to establish high-quality, evidence-based social and emotional learning (SEL)

19
as an essential part of preschool through high school education (CASEL, 2021). CASEL is a

national, nonprofit organization that is the frontrunner in the study of SEL. Formed in 1994 with

a primary focus on establishing high-quality and evidence-based SEL practices, CASEL created

a national leadership team to identify the necessary facets for implementing SEL practices in the

modern classroom (Weissberg, 2019). CASEL is the lead organization in the study of how the

brain develops to explain why young people’s social, emotional, and academic development are

intertwined with basic physiological needs like nutrition and sleep. CASEL’s mission is to

advance the science connected to SEL and provide evidence-based SEL programming Pre-K-12.

Today, CASEL includes training, research, and advocacy for SEL programs and policies (Ross

& Tolan, 2017).

Educational leadership is established by three essential elements that CASEL supports:

lifelong learning, lifelong experiences, and inclusivity (Ross & Tolan, 2017). There are several

necessary facets that must be applied and observed with educational leadership. These include: a)

identifying and articulating a vision, b) creating shared meaning in the academic foundations, c)

fostering acceptance of a group's goals, d) making high-performance expectations, e) monitoring

organizational performance, and f) communicating (Ross & Tolan, 2017). Using CASEL as a

foundation for educational leadership, experts found that learning communities extended to

people's development while facilitating leadership (Osher et al., 2016).

SEL has a mission through the CASEL model as an integral part of a student's

educational development. The five CASEL approaches (self-awareness, self-management, social

awareness, relationship skills, and responsible decision-making) are used as a teaching method to

enhance academic achievement and provide positive social and emotional development (Gayl,

20
2017). The CASEL theoretical framework is relevant to the study as its five related components

coincide with the adolescent's development (Critovao et al., 2017).

Theoretical Framework

The current study's theoretical framework is the Collaborative for Academic, Social, and

Emotional Learning (CASEL) model of SEL. Researchers use theoretical frameworks to

establish a structure within the research providing a guiding lens to review the selected literature.

This lens provides a researcher with the means to understand scholarly work through theorized

relationships and enables familiarization with the current study. (Ross & Tolan, 2017). The

broadly accepted theoretical framework put forth by CASEL has been widely used in education

(Ross & Tolan, 2017).

Social-emotional learning is how a person recognizes another's emotional accountability

to understanding and managing their emotions. When used in education, SEL promotes

participation through a learner's cognitive abilities (Blewitt et al., 2020). Researchers claimed

that CASEL competencies have a significant role for teachers in promoting successful academic

achievement and healthy student development (Cristova et al., 2017; Greenburg et al., 2017).

Extensive research also confirmed that CASEL competencies, when taught in the classroom,

promoted positive development while reducing problem behaviors and still improving students'

academic achievement (McCormick et al., 2015, McCormick et al., 2019). Using SEL prompts

educators to incorporate specific skills.

First, there is the recognition of emotions in oneself and others. There is also the

regulation and management of strong emotions, both positive and negative (Cristovao et al.,

2017). Finally, SEL skills include recognition of strengths and areas of need. With explicit

CASEL skill instruction, the competence areas (all five areas) are acquired and promote positive

21
social behavior. Teaching instructional practices and integrating them with academic curricular

practices promotes short-term outcomes, such as improved self, others, learning, and schools

(Darling-Hammond et al., 2020). These short-term outcomes promote fewer conduct problems

and less emotional distress. With the SEL approach of organizational, cultural, and climate

strategies, there are short-term outcomes, such as an enhanced learning environment with

supportive, engaging, and participatory learning (Greenberg et al., 2015; Osher et al., 2016). This

specific short-term outcome then prompts improved academic performance.

The CASEL model improves classroom performance and has defined five well-accepted

SEL components (Elliott et al., 2018). Ross et al. (2019), Elliott et al. (2018) related the overall

benefits of SEL through multifaceted theoretical constructs inclusive to universal, school-based

SEL programs designed to provide students skills, aptitudes, knowledge, and attitudes necessary

for managing their emotions and behaviors. Stillman et al. (2018) stated social-emotional

language integration is a multi-year, multi-level process involving all stakeholders in making

decisions to improve outcomes. Applying a consistent model over several years establishes a

shared vocabulary and a theory of action for SEL integration. Thus, school climate assessments

engage the entire learning community in designing and implementing an SEL vision.

CASEL Competencies

As mentioned above, the five specific core competencies of CASEL's SEL framework

include self-awareness, self-management, social awareness, responsible decision-making, and

relationship skills. These competencies are engaged within the SEL instruction and classroom

climate and follow schoolwide culture, practices, and policies (Loeb et al., 2016; Osher et al.,

2016). CASEL competencies are used to apply the knowledge, skills, and attitudes to develop

healthy identities, manage emotions, achieve personal and collective goals, feel and show

22
empathy for others, establish and maintain supportive relationships, and make responsible and

caring decisions.

These core competencies of CASEL are meaningful learning aspects of social and

emotional learning. Self-awareness offers a growth mindset and includes identifying emotions,

self-efficacy, recognizing one's strengths, self-confidence, and accurate self-perception (Castro-

Olivo, 2014; Jagers et al., 2018; Jones & Kahn, 2017). Self-management contends that

successfully regulating the emotions, thoughts, and behaviors of oneself includes controlling

impulses, motivating oneself, and managing stress.

Responsible decision-making in the CASEL competencies includes using the lessons

learned to make constructive choices regarding behaviors, social interactions, safety, social

norms, identifying and solving problems, and ethical responsibility (Castro-Olivo, 2014; Jagers

et al., 2018; Jones & Kahn, 2017). CASEL relationship skills are communication-focused,

including learning to listen to others, cooperating with others, resisting inappropriate social

pressure, social engagement, relationship building, and teamwork skills (Castro-Olivo, 2014;

Jagers et al., 2018; Jones & Kahn, 2017).

The last of the CASEL competencies is social awareness. This competency incorporates

learning how to empathize with others, understand and empathize with those from different

cultural backgrounds, and understand other ethical and social behaviors. This competency's

overarching theme is understanding and learning to have respect for others (Castro-Olivo, 2014;

Jagers et al., 2018; Jones & Kahn, 2017).

Experts contend that SEL skills are identified as a multifaceted interaction of cognitive

skills (Loeb et al., 2016; Osher et al., 2016; Weissberg et al., 2015). However, this interaction

had become less about how SEL included a student's ability to learn and manage their own

23
emotions and interactions and more about the educator's perceptions of applying such teaching.

Thus, these interactions became beneficial far more for the educator than the student (Neth et al.,

2020). This raised the question of whether SEL was solely advantageous to the teachers rather

than offering children tools for succeeding in all facets of their lives (Jones & Doolittle, 2017;

Loeb et al., 2016; Osher et al., 2016; Weissberg et al., 2015).

Jones and Doolittle (2017) presented substantiation for the use of SEL in the classroom

using recent studies in multiple fields and disciplines associating the success of learning and

growth to SEL practices. However, experts considered that educators, researchers, and

policymakers might not fully understand the definition of SEL application (Jones & Doolittle,

2017). Consequently, the use, focus, understanding, and application of SEL skills are widely

diverse.

CASEL and Educators as Leaders

Leadership traits obtained by using CASEL provide teachers with explicit educational

learning. The goal of CASEL is to assist in developing cognitive and behavioral competencies,

including relationship skills, self-management, social awareness, self-awareness, and decision-

making (Ross & Tolan, 2017). These skills are first taught to the educators so they, as leaders,

understand the benefits that come from SEL and CASEL implementations. As the theoretical

model guiding the current study, Social-Emotional Learning will stress that an assessment offers

the best position for a significant impact on teaching diverse learners and for teachers to ensure

that:

1. clear values and direction on SEL competencies are established and reinforced

through policy;

2. teaching and learning are deliberately fixated on developing those competencies;

24
 3. suitable data are collected and used to measure progress and used for constant

improvement; and

4. expert learning is provided to support educators' understanding of SEL instruction

and assessment (Weissberg, 2019).

Other experts explained that a conceptual framework associated with learning a leadership role

and learning educational leadership skills should include building knowledge and skills in areas

such as commitment, capacity, and resilience (Kennedy, 2019; Ross & Tolan, 2017). There are

standards educators should focus on for self-learning. Understanding and responding to

situations can influence the political, social, economic, legal, and cultural context (Anthony et

al., 2020b; Strahan & Poteat, 2020).

Social-Emotional Learning Importance & Early Functions in the Classroom

Much of the previous literature focused on SEL uses CASEL within its framework.

However, there is a need to study SEL without using CASEL's examination methods for self-

management, social awareness, relationship skills, self-awareness, and responsible decision-

making abilities. This need would include an examination of SEL by itself, as a separate process

provided to children in the classroom with environmental tools used to identify and manage

emotions and solve problems (Comer, 2013; Humphries et al., 2018).

The research demonstrated the significant role of SEL in promoting healthy student

development and academic achievement. At the same time, past scholars suggested that the SEL

aptitudes can be taught and used to encourage positive development while reducing problem

behaviors and improving students' academic achievement (Allison et al., 2011; Comer, 2013).

Experts have focused on testing SEL, using SEL, developing SEL skills for both educator

and student, and promoting SEL. However, there is a dearth of literature fundamental to the

25
current study that discusses preparation, support, integration, and SEL practice from an early age

(Jones & Doolittle, 2017; McCormick et al., 2015). Studies showed that, when implementing

SEL in kindergarten classrooms there was a prediction of adolescent academic success. Results

reassured many educators that using an SEL measure in the classroom at an early age provided

more significant and successful academic achievement levels (Jones et al., 2015; McCormick et

al., 2015).

Limited literature discusses using these SEL methods alone, beyond the CASEL skills

and their preparation, support, integration, and practice (Allison et al., 2011; Comer, 2013;

Humphries et al., 2018; Jones et al., 2015; McCormick et al., 2015). Effectively applying the

SEL process to a classroom and teaching children the skills necessary to recognize, understand,

and manage a vast array of emotions, is often vital as it establishes how well the students

maintain emotional regulation in the future (Jones et al., 2015; McCormick et al., 2015). These

are attributes of learning SEL relevant to respective learning situations, even outside the CASEL

framework.

The first element of an SEL lesson is the situation selection and may be based on a child's

maturity level (McCormick et al., 2015). The “situation modification'' is based upon the situation

selection, which intertwines the attentional deployment and creates a cognitive change according

to the response modulation. Children will choose to monitor or even emulate a noted behavior

from those within their environment, mirroring both positive and negative influences (Jones et

al., 2015).

Still, emotional self-regulation is taught as a child. So, if a child has a tantrum over not

playing with a specific toy that someone else is playing with, the lesson for sharing must be

taught (Jones et al., 2015). Thus, learning emotional self-regulation is a process. Recent research

26
does suggest that the effective implementation of SEL leads to more positive outcomes for young

people and dramatically improves the climate and culture of a school (Houseman. 2017; Jones et

al., 2015).

The importance of SEL is that it encompasses developmental skills valuable for a child's

fundamental growth through the many facets of education (Elliott et al., 2018; Portnow et al.,

2018). This education includes more than just academics, it also includes psychological,

behavioral, and social instruction (Elliot et al., 2018; Portnow et al., 2018).

Research showed that, as SEL continued to gain popularity, the need for high-quality

social and emotional skill assessments also increased (Kuhfeld, 2020). This idea linked

successful student achievement in academic and social learning to positive, productive, and less

stressful school climates (Corcoran et al., 2020; Kuhfeld et al., 2020; Muniz, 2020; Murano et al.

[in press]).

With such positive findings, the SEL foundations incorporated improvements in

academic performance, higher-quality relationships, and personality development. These evolved

from social and emotional capabilities and provided strong reliability and validity evidence

(Corcoran et al., 2020; Kuhfeld et al., 2020; Muniz, 2020). Further, these improvements offered

concrete recommendations for item revisions and provided initial support that social and

emotional skills could be validly and reliably measured in elementary-aged students using

innovative item types (Corcoran et al., 2020; Kuhfeld et al., 2020).

Early development through SEL resulted from social, biological, and symbolic

influences within a child's life. Such effects come from parents, siblings, peers, and other adults,

such as caretakers and teachers, etc. These influences were responsible for developing a child's

emotional ability. Theoretically, the SEL fundamentals of child developmental stages are

27
considered learning structures that a child develops through social environments and example

lessons from their direct and emotional associations (Kuhfeld et al., 2020).

The idea of direct association aligned with emotion was the first in developing the theory

of ego psychology. Ego psychology suggests that the ego pervades our behavior, not the id or

base desires, as Freud suggested. Thus, the ego, the part of the personality that mediates the id,

regulates disposition and allows for higher functioning than the id alone (Moreno et al., 2018).

Erik Erikson believed a child's environment was the critical factor in their respective

development. As a child grows into adulthood, the environment plays a vital role in self-

awareness, developmental growth, identity, and adjusting to obstacles (Moreno et al., 2018;

Panayiotou et al., 2019). Erikson believed the learning and self-awareness of childhood

formulates an adult's patterns and behaviors, including self-esteem and self-value (Moreno et al.,

2018).

There are many encouraging implications for those who experience positive

consequences regarding proper emotional regulation. Influenced by surging interest and research

support over the past decade, California's CORE districts (Los Angeles, Long Beach, Fresno,

Garden Grove, Santa Ana, Sacramento, Oakland, and San Francisco) have collected data

regarding SEL and its impact on child learning. These data are collected in hopes of continuously

improving how their K-12 schools address the social and emotional dimensions of student

development (Allbright & Hough, 2020). In recent years, many advocates have called for schools

to pay greater attention to holistic aspects of schooling, arguing for whole-child education,

attention to noncognitive factors, and programming to support student SEL (Allbright & Hough,

2020).

28
 Experts researched projects to develop a self-report measure of student social and

emotional aptitude to identify at-risk students and guide SEL practice (Davidson et al., 2018;

Elliot et al., 2018). Davidson et al. (2018) asserted a continuous measure improvement approach

that facilitated work towards this goal. To do this, Davidson et al. (2018) collected a series of

qualitative and quantitative data from fifth, sixth, eighth, and eleventh-grade students annually as

part of their school climate survey. However, despite strong construct validity, Davidson et al.

(2018) revealed a substantial ceiling effect inhibiting students' assessment at the mid-to-high

range of social and emotional ability. These findings suggested that SEL and cognitive

development were paired and influenced based on school and life outcomes. Social-emotional

learning and cognitive proficiencies related to the supportive relationship were influenced

beyond home and school and were influenced by context and experience (Davidson et al., 2018;

Jones et al., 2019).

Scholars have also examined how social and emotional skills usage determines the

development and implementation of strategies that task teachers with focusing on in their

classroom without any bias (Caldarella et al., 2019; Riem et al., 2017; Ulupinar et al., 2019).

Experts often claim that even though SEL skills' widespread use is taught to educators with a

type of herd mentality, these strategies cannot be applied en masse to their entire student

classroom population. Recognizing that each child has differing features and learning abilities

prompts educators to focus on each child's needs as an individual (Riem et al., 2017; Ulupinar et

al., 2019).

There is an essential and increased interest in SEL skill development with experts

studying vital information on skillset principles, SEL learning themes, patterns, and programs,

cooperative lessons, group work, and progressive education (Caldarella et al., 2019; Riem et al.,

29
2017; Ulupinar et al., 2019). A significant focus on SEL literature focused on integrated

entrepreneurship into education and teaching critical thinking skills (Blewitt et al., 2020; Early et

al., 2019; Stuck et al., 2016). Authors considered that SEL education must continue to expand

and evolve as we change learning environments (Portnow et al., 2018; Ross et al., 2019). As the

current pandemic has demonstrated, the use of SEL as a tool for continued success in learning

prompts the need for teacher education (Erickson, 2020; Schlund & Weissberg, 2020).

Implementing SEL professional development for teachers has proven to help educators

adapt to the change in the classroom environment and more importantly, realize a need for the

use of culturally responsive practices with SEL teaching (Donahue-Keegan et al., 2019;

McCallops et al., 2019; Ulupinar et al., 2019). Another literary focus on SEL and emotional

intelligence provided research regarding the examination of educators as the crucial socializers

that provide students with experiences to promote their social-emotional aptitudes further or shift

their pathways towards emotional and behavioral difficulties (Poulou et al., 2018; Wood, 2020).

Experts also found that teachers' perceptions of SEL and teachers' sense of efficacy were

significantly related to teacher-student relationships but were not related to students' emotional

and behavioral difficulties (Nickerson et al., 2019; Poulou, 2016a; 2018; Schonert-Reichl, 2017).

When examined, students were more apt to define their relationships with educators as a function

of academia or learning school-related content. Conversely, teachers expressed relationships with

students as a function of behavioral and emotional learning, with academic learning as a

secondary outcome. Thus, there is a disconnect between the students' and teachers' perceptions

regarding the student-teacher relationships' function (Nickerson et al., 2019; Poulou, 2016a;

2018; Schonert-Reichl, 2017).

30
 Because of this discrepancy, teachers need to undergo SEL training to better understand

how to engage students within behavioral and emotional learning domains (Nickerson et al.,

2019; Poulou, 2016a; 2018; Schonert-Reichl, 2017). Studies also showed an association between

student emotional engagement and a reduction in behavioral issues after using SEL supports.

However, most experts agreed that policy must be put into place for extensive teacher education

before SEL is implemented in the classroom (Nickerson et al., 2019; Poulou, 2016a; 2018;

Schonert-Reichl, 2017).

Social-Emotional Learning Impact on Developmental Skills

An individual's ability to learn is part of their development and allows for focused

attention on social and emotional skills (Blewitt et al., 2020). Following this idea, scholars

suggested that a baseline of appraisal should be taught by introducing developing responses to

stimuli and overall evaluation and interpretation (Blewitt et al., 2020; Housman, 2017; Tan et al.,

2018). A student's social and emotional response produces those loosely coordinated changes for

the behavioral, physiological, and experiential response system (Housman, 2017; Tan et al.,

2018). Where some experts considered latent class analysis to identify patterns of SEL needs

among ninth-grade students, others felt an association with prior and current academic and

school behavioral performance was imperative to their perception of the importance of social

skills (Blewitt et al., 2020; Housman, 2017; Tan et al., 2018).

The improvement in a student's social and emotional skills taught through SEL and

utilized as a participatory method for attitude, relationship, and emotional skills practice will

provide the teacher with information on whether short and long-term improvements are needed

in the skill development (Muller et al., 2020; Stuck et al., 2016; Weissberg, 2019). Experts

determined that the relationship between responsible decision-making and moral reasoning (MR)

31
aligned with academic achievement, MR, and religiosity, while MR and political orientation

were aligned with MR and personality (Müller et al., 2020; Stuck et al., 2016). Research

confirmed that intervention exposure did not markedly influence the magnitude or statistical

significance of these identified pathways (Muller et al., 2020). However, the study did indicate

that a wider variety of assessment tools and more comprehensive tools for assessing all three

SEL abilities should be developed to meet international demand (Müller et al., 2020; Ross &

Tolan, 2017).

Research examining the association among social and emotional capabilities and

outcomes was better delivered when appropriately developed SEL abilities were evident (Taylor

et al., 2017; Strahan & Poteat, 2020). This holds for all, no matter gender, race, or

socioeconomic status. While SEL skills are universally pertinent and necessary, they are not

always identical for all students or teachers. Therefore, it is important to clearly understand what

SEL skills students should know and demonstrate at different ages and in different contexts

(Weissberg, 2019). Fostering students with significant academic and behavioral problems was

optimal for the use of SEL. The use of SEL in the classroom clearly showed that social-

emotional proficiencies can be taught, that schools were appropriate places to teach them, and

that SEL made a significantly positive difference in students' overall lives (Taylor et al., 2017;

Weissberg, 2019).

Experts examined the short and long-term effects of school-based SEL programs based

on multiple student outcomes in six topics: positive social behavior, conduct problems, social

and emotional skills, emotional distress, academic performance, and attitudes toward self and

others. They found that efficacy and effectiveness prompted students who participated in SEL

programs to deliver significant positive outcomes (Taylor et al., 2017). SEL programs were well-

32
implemented and adhered to a combination of recommended practices, specifically sequenced,

active, and focused. Explicit instruction was more likely to promote positive results (Taylor et

al., 2017). In contrast, the focus on the positive accomplishment comes not from completing the

assignment but also from the child's expectation of adulation and accolades (McCormick et al.,

2015).

The overall focus on SEL provides positive conditioning with promising outcomes for

learning. The tools utilized for this type of learning modification reduces the chance of poor

learning behaviors occurring. School-based SEL interventions offer benefits to children and

young people's social-emotional, mental health, and academic achievement (Panayiotou et al.,

2019). Responsible decision-making is a sub-domain of social-emotional skills and develops

through the educational process of SEL (Corcoran et al., 2020; Müller et al., 2020). Empirical

evidence supports the importance of SEL skills in school and life success (Ross et al., 2019).

According to Stillman et al. (2018), school leaders examined school climate assessments

over several years to acquire data to enhance individual success, enrich classroom practice, and

provide a schoolwide improvement strategy for teacher use of SEL. Teachers used SEL

programs to help both youth and adults increase self-awareness, make better choices, and create

a more supportive learning community (Stillman et al., 2018). Additionally, Stillman et al.

(2018) revealed that assessment results guided curriculum development and classroom

management.

The findings were also crucial for administration. Stillman et al. (2018) found

administrators examined their effectiveness individually and as a team and planned teacher

professional development and parent workshops. Stillman et al. (2018) produced five specific

patterns of SEL needs:

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 1. low-all;

2. high-all:

3. Social skills problems only;

4. The assertion, externalizing, and internalizing problems; and

5. High behavioral need

Similarly, other scholars revealed that SEL exerted a significant influence on school

connectedness and mental health difficulties.

However, the latter was the only considerable predictor of academic attainment after

controlling academic performance (Corcoran et al., 2020; Panayiotou et al., 2019). These experts

also found that students with greater social-emotional capability were provided SEL experienced

teaching and had fewer mental health difficulties, which predicted higher academic attainment.

Showing a positive effect between MR and academic achievement, the research findings

exhibited small adverse results between MR and political orientation, indicating small non-

significant findings between MR and religiosity and MR and personality (Corcoran et al., 2020;

Panayiotou et al., 2019).

The overall impact on developmental skills when teachers use SEL prompted related

discussion on the many benefits for students and introduced comparative research on an

improved social and emotional response from student populations (Housman, 2017; Tan et al.,

2018). There was also extensive literature that discussed the increasing interest in the

development of SEL skills, with the majority of experts trusting there was a need for more

attention to normative growth patterns and variation by skill to inform future studies and

interventions (Anthony et al., 2020a; McCallops et al., 2019; Ross et al., 2019; Ulupinar et al.,

2019). However, most agreed that during adolescence, (a) SEL component skills followed

34
differing, often nonlinear trajectories, and (b) these trajectories differed for males and females

(Anthony et al., 2020b; Ross et al., 2019).

Emotional Skills of SEL

Social-emotional learning’s two facets influence emotional skills development and the

means for managing emotion, or emotional self-regulation. The process for emotional regulation

often is regarded as a strong developmental skill for SEL. In this context, emotional regulation

refers to managing both internal and external emotional responses. Thus, individuals that boast

high emotional regulation can accurately identify which emotions are appropriate for a given

situation and to which degree emotions should be expressed (Fernández-Abascal & Martín-Díaz,

2019).

SEL's Emotional Self-Regulation Impact

Emotional self-regulation strategies provide a complicated process that consciously

initiates all aspects of emotion. This self-regulation prevails upon self-awareness, mindful

awareness, cognitive reappraisal, and adaptability. Instead of immediate reaction, the

subconscious self-regulates the emotional action through situational attention and response

(Blake et al., 2015; Housman, 2017). These four subsequent acts are emotional response

attributes and are emotionally relevant to the situations.

Self-regulation emerges as a central pillar with the introduction of SEL in the classroom.

Self-regulation impacts student learning and development through positive engagement with

peers, social bonding, positive self-orientation, and understanding how to adapt and be flexible

(Tolan et al., 2016). Four frameworks are considered dominant within youth development: social

skills, positive youth development, positive psychology, and SEL. Most educators will move

towards an integrated approach for a positive effect. To do so, they have the option of using any

35
or all of these four frameworks, teaching students the overarching constructs, such as self-

control, positive sense of self, pro-social connectedness, self-awareness, confidence, positive

emotions and optimism, and self-management (Tolan et al., 2016).

Self-regulation as a part of SEL programs is recognized as part of the core framework

(Greenberg et al., 2015). The following are three of most commonly used programs that align the

strength-model of self-regulation with SEL: Second Step (Committee for Children, 2019),

Recognizing, Understanding, Labeling, Expressing, and Regulating (RULER) (Rivers et al.,

2013), and PATHS Program (Greenberg & Kusché, 2006). All three programs utilize behavioral

and emotional regulation strategies aligned with strength-models and grow-and-strengthen

conceptualizations of SEL's self-regulation emotion (Blank, 2019).

SEL's Emotional Skills Impact

In addition to emotional regulation, emotional skill is another essential facet of SEL.

Emotional skills encompass personality developments that evolved from social skills and forms a

child's personality (Corcoran et al., 2018). These emotional aptitudes are essential social skills

that significantly impact a child's ability to recognize, interpret, and respond to others' emotions.

These are often equated to a person's emotional intelligence (Gendron, 2018). Building

emotional skills helps with the ability to handle emotional insecurities and provides increased

self-efficacy so the functional capacity can expand (Cherland, 2004). This then expands learning

into personality building. The building of personality includes social, biological, and symbolic

influences within a child's life (Cherland, 2004). Such effects come from parents, siblings, peers,

and other adults, such as caretakers and school teachers. These influences are responsible for

developing a child's emotional proficiency.

36
 Erik Erikson's examination of child psychology's theoretical fundamentals and

developmental stages predicted that personality development is connected to the child's

emotional skills. Emotional proficiency describes a person's ability to express his or her own

emotions with complete freedom (Davidson et al., 2018). According to Davidson, it is derived

from emotional intelligence, which can identify emotions. This proficiency is the level of skill

with which one interacts constructively with other people. Personal emotional aptitudes are

based on a person's recognition of individual emotions and how emotions affect other people. It

is also based on maintaining emotional control and adapting (Davidson et al., 2018; Humphries

et al., 2018).

The Importance and Increased Interest in SEL Skill Development

To ensure student participation in social activities, one of the primary conditions is to

cultivate and equip qualified educators in SEL skill development (Ulupınar et al., 2019).

Classroom and service activities that allow students to help their community can increase their

critical skills to become active members of a democratic society (Gayl, 2017).

Social-emotional learning skills also offer students a broader perspective and a more

comprehensive understanding of their community's social activities. Social-emotional learning

skills present as a means for increasing academic success while enriching learning, developing

civic responsibility, and fostering positive emotional learning and interaction with other students

(McCallops et al., 2019). Other experts suggested that through SEL skills, a teacher emphasized

learning by doing (e.g., hands-on learning) and by experiential and expeditionary learning.

SEL skill sets offer an integrated curriculum for the educator. An educator can focus on

thematic units and integrated entrepreneurship in education and instruction by emphasizing

critical thinking skills (Cristovao et al., 2017; Elias, 2004). Progressive education also has

37
qualities that encourage problem-solving, social skills development, and SEL skills. Using SEL

skills development through group work, cooperative learning, and collaborative project work,

progressive education focuses on lifelong learning and social skills necessary for the real-world.

It de-emphasizes the use of textbooks in favor of experiential learning with optimal resources.

Social-emotional learning introduces the idea of expanding a child's skills based on

benefits found both in school and home settings. Anthony et al. (2020b) focused on developing

valid and time-efficient rating scales of young children's SEL skills. To do this, he used both

home and school settings, with teachers and parents as informants.

Using item response theory to select items from the SSIS Social Emotional Learning

Edition (SSIS SEL), Anthony et al. (2020b) determined the initial evidence of score reliability,

validity, and fairness for the SSIS SEL Brief Scales: Preschool Forms. The authors found the

SSIS SEL provided the necessary applications, and such measures would potentially function

well for universal assessment purposes. Anthony et al.'s argued that the strengths and challenges

of the scale development process and the subsequent data collected offered beneficial strategies

and recommendations that could be used for future assessment development efforts. Further,

findings provided initial support for using the SSIS SELb-S in the context of low-stakes

decision-making. SSIS SELb-S held promise for incorporating the perspectives of students ages

8–18 into assessments of their SEL skill set. This study proved that teachers should apply group-

based assessments using the necessary applications to promote SEL-focused teaching in the

classroom.

Use of Culturally Responsive Practices with SEL

One facet of SEL education that has changed is the incorporation of culturally responsive

practices in the classroom. Culturally responsive practices via SEL have increased with the

38
significant growth in the U.S. population, as refugees, immigrants, and new citizens came to the

U.S. over the past decades (Barnes & McCallops, 2019; Cressey, 2019). With the increase of

immigrants, new culturally diverse students were welcomed into the public-school system, and

educators realized there was a need to find SEL methods to accommodate children with different

cultural needs. Experts recognized that changes were necessary for SEL procedures to best assist

them in success (Solomon et al., 2012; Redding et al., 2013).

Schools have their own cultures for students to navigate, and the teachers and students

have their own cultures. Social-emotional learning would be an appropriate human tool for the

survival and navigation of various cultures. Frey et al. (2005) related that classroom learning

always includes cognitive, social, and emotional learning. The focus was on the author's

abbreviated SEL description, such as social, emotional, behavioral, and character skills that

support success in school, the workplace, relationships, and the community (Frey et al., 2005).

Accordingly, SEL should be part of school culture for our students' success in a 21st-century

dynamic world.

Educators who are teaching social-emotional learning must also understand and embrace

culturally responsive teaching practices that can be powerfully presented with SEL programs

(Donahue-Keegan et al., 2019). Teachers are uniquely responsible for introducing content into a

student's mind that will move the student forward and in the direction of personal growth and

development. The use of culturally responsive practices central to values, beliefs, and cultural

ideas with SEL provides self-awareness to understand a cultural background they recognize and

understand (Donahue-Keegan et al., 2019; Lynch, 2016).

There are multiple strategies for a culturally responsive educator to help students become

more respectful of cultures and diversity (Donahue-Keegan et al., 2019; Lynch, 2016). A few

39
examples of such strategies include students sharing homelife stories and traditions, sharing

videos and photos of various cultures, welcoming guest speakers from multiple backgrounds, and

sharing stories of multicultural role models (Lynch, 2016). Finally, social-emotional learning is

an excellent cross-curricular program because social awareness is one of the five interrelating

cognitive, practical, and behavioral aptitudes (Frey et al., 2019).

Several researchers found that across teacher-reported measures of aggressive behavior,

more classroom emotional support over the school year predicted less aggressive behavior in

spring, particularly for children whose hostile attribution bias decreased for the year (Donahue-

Keegan et al., 2019; McCallops et al., 2019). The experts also found that none of the teachers

addressed the effects of discrimination on socio-emotional development with culturally

responsive practices. The researchers further suggested that teachers are uniquely responsible for

introducing content into a student's mind to move the student forward in personal growth and

development in a culturally competent manner (Donahue-Keegan et al., 2019).

Social-Emotional Learning through Emotional Intelligence & Indirect Learning

Educators perform a variety of essential roles within the school setting. Teachers are not

only tasked with imparting information to students but also with fostering growth and personal

development. Teachers are vital providers for students as they offer experiences that will

promote their social-emotional aptitudes and further promote their pathways towards emotional

and behavioral difficulties. An essential part of teaching SEL to children is developing their

Emotional Intelligence (EI). Teaching EI may vary depending on teachers' perceptions of this

development and their associated beliefs about SEL implementation (Poulou et al., 2018; Wood,

2020). Teachers are the engine that drives SEL programs and practices in schools and

40
classrooms, and their social-emotional proficiencies and well-being strongly influence their

students (Schonert-Reichl, 2017).

Emotional Intelligence with SEL

The formative concept of emotional intelligence (EI) was first examined in depth by

Goleman in 1990. The results of his research, entitled Emotional Intelligence, began the

popularity of the EI theory and the foundation for social-emotional learning (Goleman, 1995).

Plato claimed emotional intelligence was the basis for all learning but only because of its

preeminent emotional base, which he explained must be incorporated into education (Freedman,

2017, para. 1). Plato further claimed that education should be a balance of physical, content

subjects, character, and moral judgment because, by maintaining a sound system of education

and upbringing, one should produce citizens of sound character (Freedman, 2017; Lee, 1994).

Mayer and Salovey (1997) also recognized the balance that EI could bring to SEL

classroom training. The authors defined EI's as:

the ability to engage in sophisticated information processing about one's own and others'

emotions and the ability to use this information as a guide to thinking and behavior. That

is, individuals high in emotional intelligence pay attention to, use, understand, and

manage emotions, and these skills serve adaptive functions that potentially benefit

themselves and others (p. 45).

Mayer and Salovey (1997) explained that EI involved the ability to perceive and understand

emotional knowledge, the regulation of emotions, and the influence emotion affects behaviors.

Additionally, Salovey and Mayer (1990), along with Goleman (19965, conveyed that human

intelligence was controlled by cognition and intelligence guided with emotional responses and

41
social interactions. Goleman (1996) discovered Mayer and Salovey’s (1997) research article,

which led to EI's popularization within SEL.

Mayer et al. (2001) further defined emotional intelligence as a subset of social

intelligence that involves the ability to monitor one's own and others' feelings and emotions,

discriminate among them, and use this information to guide one's thinking and actions.

Combining these two definitions from Golman and Mayer, Gardner (2012) proved a related

theory for EI using multiple intelligences (MI), which was divided up into categories

of intra (self) and inter (others). The difference between MI and EI was that MI theory partially

included a general sense of self and others' perspectives.

In contrast, EI was the ability to recognize and use one's own and others' emotional states

to solve problems and self-regulate (Gardner, 2012). As a result of the popularity of Goleman's

book and renewed interest in the benefits of SEL, the use of EI was improved and incorporated

with SEL in education. As applied in SEL programs and strategies, emotional intelligence

exhibits benefits founded by a body of research. Durlak and Weissberg (2011) defined SEL as a

set of personal skills that help manage self. Durlak et al. (2011) confirmed through an extensive

meta-analysis study that SEL programs systematically implemented by all stakeholders promise

comprehensive benefits.

Since the early 2000s, research has documented that all 50 state school systems

successfully implemented some SEL programs at some level (Zinsser, 2018). Furthermore, the

enactment of Every Student Succeeds Act (ESSA) provided Social-Emotional Learning

programs (ASCD, 2019). The Association for Supervision Curriculum and Development

(ASCD) lists activities that may be supported through SEL, which include a) counseling, school-

based mental health programs, specialized instructional support services, mentoring services, and

42
other strategies to improve students' skills outside the academic subject areas; and b)

implementation of a schoolwide tiered model to prevent and address problem behavior and early

intervention services, coordinated with similar activities and services carried out under

Individuals with Disabilities Education Act (IDEA) (ASCD, 2019). There are multiple evidence-

based and research-proven SEL programs that can enhance the student's learning environment.

Indirect Learning and SEL

The impact of SEL as an indirect effect on student outcomes was examined from student

perceptions. Researchers queried several facets of how SEL instruction assisted in different

aspects of student lives (Greenberg et al., 2017; Walker, 2020; Zinsser, 2018). One dominant

topic emerged, which was bullying at school and student victimization experiences. Overall,

student perceptions included SEL instruction used at their school, their SEL skills, bullying at

school, and personal victimization experiences. Researchers showed that student perceptions of

SEL instruction were inversely related to their perceptions of bullying at school and students'

personal victimization experiences (Greenberg et al., 2017; Walker, 2020; Zinsser, 2018). The

effects were direct and indirect through students' self-reported perceptions of their SEL skills.

The results were more substantial in late elementary and middle school than in high school.

Zinsser reported (2018) that U.S. students across all grade levels work toward three main

goals throughout their school career: developing self-awareness and self-management skills,

using social awareness and interpersonal skills to maintain positive relationships, and

demonstrating decision-making skills and responsible behaviors in all areas. Collaborative for

Academic, Social, and Emotional Learning (CASEL) provided information for all states and

their public schools concerning SEL programs, standards, and strategies (Zinsser, 2018). For

43
example, the Kentucky Department of Education (KDE) has a website dedicated to SEL research

and strategy and its implementation in their schools.

The indirect effects of SEL based on student perceptions suggested that instruction on

bullying at school through students' SEL skills varied as a function of victimization severity

(Kennedy, 2019; Walker, 2020). Such indirect learning varies and includes diverse elements,

such as incorporating emotional intelligence in the classroom (Greenberg et al., 2017; Walker,

2020). Perceptions from seventh and eighth graders represent equal gender across all

socioeconomic statuses and achievement levels (Strahan & Poteat, 2020). Over seven months,

the educators introduced SEL skills, observed the students, collected work samples, and

reviewed interactions between students. At the end of the period, the researchers interviewed the

students, questioning their SEL ideals. The results showed that all participants believed the

connection with the teachers and peers was supportive and found SEL skills most appropriate

(Strahan & Poteat, 2020).

Previous research has indicated that SEL has helped increase academic outcomes and

promote better classroom environments. Bolt et al. (2020) illustrated SEL models' application to

evaluate respondent confusion due to certain items' negative wording on an SEL assessment.

Bolt et al. (2020) suggested that:

1. Rating scale confusion due to negatively worded items did not appear to be present.

2. The confusion was most prevalent at lower grade levels.

3. The occurrence of disorder was positively related to both reading proficiency and English

Language Learner (ELL) status, as anticipated, and consequently, biases estimate of SEL

correlations with these student-level variables.

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Curriculum, Policy, & Legislation

The Every Student Succeeds Act (ESSA) of 2015 provided an opportunity for states and

local education agencies (LEAs) to rethink the goals and policies that they have in place for

public education (Gayl, 2017; Riem et al., 2017). Under the new law, education leaders have

greater flexibility to define student success and design their systems and programs to ensure

educational equity (Gayl, 2017). This paradigm shift allows policymakers to develop

comprehensive strategies that consider all aspects of children's learning and development,

including social-emotional skills, that are instrumental for school and life (Gayl, 2017).

Many educators universally agree that practicing SEL in the classroom contributes to

student success in schools (Riem et al., 2017). Former President Obama signed the Every

Student Succeeds Act (ESSA) into law in 2015 (U.S. Department of Education, 2020). The

ESSA promoted equity for lower-income and disadvantaged students, including students from

urban areas (ED, 2020). The ESSA, unlike previous legislative efforts, placed strong emphasis

on educators developing plans to engage students through emotional and social learning

standards. Thus, for the first time, families were introduced to the formal concept of SEL (Blake

et al., 2015; Cristovao et al., 2017).

Before introducing the ESSA, very little attention was provided to concepts that underpin

SEL (Blake et al., 2015; Cristovao et al., 2017; Weissberg et al., 2015). Students in many

classrooms across the nation experience a failure to understand the importance of SEL in

general, as the definition is rarely explained to parents (Blake et al., 2015; Cristovao et al., 2017;

Weissberg et al., 2015). Since parents often fail to understand the components and importance of

SEL, it is often challenging to underscore these efforts through reinforcement. With the global

introduction of the ESSA and similar legislation, the sudden educational movement used in

45
multiple public-school classrooms had demonstrated a significant increase in academic

achievement. ESSA established provisions that support SEL.

The law uses language in two places, specifically establishing learning environments and

enhancing students' practical learning skills essential for school readiness and academic success.

Title IV, Part A of ESSA, entitled Student Support, and Academic Enrichment, also alluded to

support of SEL (Blake et al., 2015). The guidelines include improvements on instructional

practices for developing relationship-building skills, mentoring, and school counseling to all

students (Martins et al., 2017). Additionally, guidelines included fostering safe, healthy,

supportive, and drug-free environments that support student academic achievement, helping to

prevent bullying and harassment, teaching effective communication, and implementation of

schoolwide positive behavioral interventions and supports (Cristovao et al., 2017; Martins et al.,

2017; Weissberg et al., 2015). Experts found that skills taught with SEL included a procedure

whereby the development of a given student introduced and expanded upon the integration and

capacity of thought, emotion, and behavior (Cristovao et al., 2017; Martins et al., 2017;

Weissberg et al., 2015). Additionally, this procedure emphasized the building of self-confidence,

motivation to learn, self-regulation, self-initiative, and informed decision-making, which enabled

a growing awareness for knowledge and action (Cristovao et al., 2017; Martins et al., 2017).

As educators begin to understand the need for an SEL curriculum for young students,

finding opportunities to implement a curriculum that supports students' social-emotional

development is essential (Fettig et al., 2018). Research supports that the use of shared reading

opportunities common in young students' in-school and out-of-school routines to embed social-

emotional learning could potentially impact young students' social-emotional and academic

development (Fettig et al., 2018). Riem et al. (2017) shared examples from the digitally

46
enhanced course, described the multi-disciplinary design process, identifying lessons learned,

and proposed the next steps. Fettig et al. (2018) described an exploratory mixed-methods case

study that examined the use of dialogic book reading strategies in promoting social-emotional

skills of young elementary students in an after-school program in the U.S. Other experts

described the SEL landscape and explained how the role of libraries and library staff in the SEL

movement could assist teachers in the classroom with lessons, programs, and the use of dialogic

book reading strategies used with SEL learning methods (Fettig et al., 2018; Newman &

Moroney, 2019)

In response to the SEL needs of Connecticut teachers and students and the demands of a

state mandate, colleagues from local schools and agencies joined university faculty from all

levels of Teacher Education, Special Education, (Hartford Heritage Project) HHP, Counselor

Education, plus Marriage & Family Therapy & Social Work licensure programs, to co-construct

a set of SEL-related content learning modules (Riem et al., 2017). Creative collaboration with

instructional design colleagues transformed the information, case studies, video clips, reflective

activities, and other materials into an integrated, interactive, and engaging course anchored by a

Virtual Social-Emotional Academy. The information was accessed online as self-paced learning

or supplemental material within various teacher education program courses (Riem et al., 2017).

Researchers and scholars touched upon curriculum policy and legislation associated with

the importance and necessity of promoting SEL (Gayl, 2017; Riem et al., 2017). Experts agreed

that the need for expanded policy to promote SEL was imperative (Fettig et al., 2018; Gayl,

2017; Muñiz 2020; Newman & Moroney, 2019; Riem et al., 2017). The policy included using

SEL interventions earlier in student education and creating more comprehensive collaboration

47
between students, educators, and parents (Muñiz 2020; Newman & Moroney, 2019; Riem et al.,

2017).

Fettig et al. (2018) suggested that dialogic reading might promote young students' SEL.

Newman and Moroney (2019) indicated that informal learning environments dedicated to

creativity, agency, choice, and relationships were ideal settings to promote SEL. Muñiz (2020)

yielded an additional capability, namely planning power, or designing a program schedule

aligned with the leaders' other capabilities and policy goals. Muñiz (2020) also discussed the

implications of programs seeking to enhance SEL opportunities. This is especially important, as

students are now confronted with various changes since the introduction of COVID-19. While

students must face different challenges without the traditional classroom format, understanding

the role of SEL becomes imperative (Colao et al., 2020; Garcia & Weiss, 2020; Gonzalez et al.,

2020). However, teacher and student relationships, and the promotion of novel techniques, have

already been demonstrated in the transition from face-to-face to video online (Colao et al., 2020;

Daniel, 2020; Garcia & Weiss, 2020; Kuhfeld et al., 2020).

Current SEL Interventions & Improvements

Participatory research with children and adolescents may increase their responsiveness

toward current interventions (Meyers et al., 2019; Pereira & Marques-Pinto, 2018). Many

researchers indicate that evidence-based programs designed to promote SEL can lead to positive

developmental outcomes for children and youth (Corcoran et al., 2018; LaBelle, 2019; Meyers et

al., 2019). Meyers et al. (2019) argued that programs must be implemented with quality and

sustained to maximize positive outcomes. Interventions to reduce students' negative behaviors in

public preschool also benefit teachers' workplace experiences, including lowering stress (Zinsser

et al., 2019).

48
 Experts have explored how student characteristics influenced an SEL program's effects

when implemented on first graders (Correia & Marques-Pintos, 2019; Schonert-Reichl, 2017).

Many scholars reviewed the pre-K-12 school-based SEL interventions on reading, mathematics,

and science achievement, focusing on research that met the criteria for high methodological

standards. The examinations led researchers to believe the extent to which the U.S. teacher

education programs prepared teacher candidates to promote their own and their students' social-

emotional aptitude needed further improvements (Correia & Marques-Pintos, 2019; Schonert-

Reichl, 2017). Suggestions included increasing classrooms with warm teacher-child relationships

that support deep learning and positive social and emotional development. This paradigm can

often allow for high student outcomes, especially concerning academic achievement (Correia &

Marques-Pintos, 2019; Schonert-Reichl, 2017). However, these studies showed that when

teachers poorly manage the social and emotional demands of teaching, students' academic

achievement and behavior both suffer (Correia & Marques-Pinto, 2016; Schonert-Reichl, 2017).

Other scholars focused on developing a program to promote SEL skills in middle school

students, using educational dance to assess students' social and emotional needs and their

interests in education through art activities, duly supported by the opinions of experts (Meyers et

al., 2019; Pereira & Marques-Pinto, 2018; Sauve and Schonert-Reichl, 2019). These studies

assessed the efficacy of an SEL after-school program, Experiencing Emotions, middle school

pupils' socio-emotional skills and well-being, and school engagement. The results of the studies

demonstrated that the most successful programs incorporated The Experiencing Emotions

program that provided educational dance within the curriculum (Meyers et al., 2019; Pereira &

Marques-Pinto, 2018).

49
 The experts also found that such programs' integrations were more successful when the

community became involved (Meyers et al., 2019; Pereira & Marques-Pinto, 2018; Sauve &

Schonert-Reichl, 2019). The use of a CASEL School Guide implementation model to guide

school leadership teams in establishing a vision, selecting, implementing, and sustaining

evidence-based programs, and integrating SEL schoolwide was found to be significantly helpful

in many cases. The School Guide model was based on CASEL's School Theory of Action, which

included planning, implementing, and monitoring schoolwide SEL (Meyers et al., 2019; Sauve &

Schonert-Reichl, 2019). Researchers further explored efforts to foster caring communities within

school systems at both the classroom and schoolwide level by drawing from research in the field

of SEL.

Other studies demonstrated its effectiveness and put forth three ingredients for promoting

student' SEL (Mondi & Reynolds, 2020; Zinsser et al., 2019), explaining several evidence-based

SEL programs for promoting students' and teachers' SEL. These studies explored associations

among supports and resources that enabled children's SEL, teacher stress, and requests for

expulsions in community-based preschool classrooms. They also examined SEL across the

prekindergarten year in low-income, racially ethnically diverse public-school classrooms. The

research indicated that the SEL intervention produced significant gains in children's relationships

with their peers, academic behavior, social skills, emotional knowledge, school learning skills,

and school behavioral and social adjustment. The gains were found independent of their previous

skill level or gender but not family income (Mondi & Reynolds, 2020; Zinsser et al., 2019).

Zinsser et al. (2019) also revealed that the SEL intervention effectively improved the

interpersonal strength of children with previously low skill levels. Similarly, Zinsser et al. (2019)

found that SEL intervention improved the intrapersonal and total strength of children of parents

50
with a secondary level of education and prevented the disruption of school function in children

with parents with a higher education level. Studies revealed (a) students' social and emotional

needs; (b) that music and dance matched students' interests; (c) students' high interest and

satisfaction with the program; and (d) that the experts' assessment served to validate the program

(Pereira & Marques-Pinto, 2018). Outcomes revealed a significant increase in the socio-

emotional skills of the pupils who participated in the program in the domains of self-

management and relationship skills, compared with the pupils who participated in the control

condition. Surveys and interviews of Chicago area preschool teachers provide rich detail of

teachers' experiences with accessing and using supports in ways that impact their classroom

emotional and disciplinary decisions (Zinsser et al., 2019).

Experts examined how teachers' felt about their teaching efficacy and whether they

received adequate support. They were questioned on what elements influenced the fidelity with

which they implemented SEL programs in the classroom, including which experts found that

SEL positively affected reading, mathematics, and science, as compared to traditional methods,

consistent with previous reviews (Albright & Hough, 2020; Allbright et al., 2019). However, few

studies revealed that SEL programs with large sample sizes from more rigorous randomized

studies that had dominated the classroom over the last few decades might not have meaningful

effects for pre-K-12 students, as was once thought.

Several researchers found no significant differences between the intervention and the

control groups in emotional, psychological, and social well-being. Similarly, the experts did not

see a difference with the participant's behavioral dimension when SEL was implemented through

school engagement (Fettig et al., 2018; Neth et al., 2020). Others indicated the feasibility and

degree of implementing this same model and found no significant differences in SEL growth

51
over time by sex or family income (Calseraner & Miner, 2018; Davis et al., 2019). However,

Zinsser et al. (2019) found that although teachers who utilized SEL supports requested fewer

expulsions, the association was fully mediated by teachers' stress.

Some experts noted that SEL programs are less successful (Meyers et al., 2019; Schonert-

Reichl, 2017). Others suggested that music and dance matched students' interests and might help

them deal with emotions, and students showed a high interest and satisfaction toward the

program (Blewitt et al., 2020). Meyers et al. (2019) demonstrated the feasibility of implementing

this model in urban schools that primarily served students of color. All teams successfully

carried out the implementation model and demonstrated increased capacity to support

schoolwide SEL. The research aimed to investigate what type of outcomes were produced from

SEL programs based on other expert studies (Blewitt et al., 2020).

The teacher-level outcomes and measures were based on the Classroom Assessment

Scoring System, which gauged the students' and teachers' organizational and instructional

interactions, and gauged emotion. Other rating scales used included the Caregiver Interactions

Scale, addressing teacher-child interaction quality across punitive, positive, detached, and

permissive domains. The authors wanted to measure teacher-focused behavior, including positive

reinforcement and the amount of involvement the teachers had with children, so they used the

Multiple Option Observation System for Experimental Studies (Blewitt et al., 2020).

The Teacher Coder Impressions Inventory was used to evaluate teaching style across five

scales: effective discipline, inconsistent or permissive, warm or affectionate, social-emotional

teaching, and harsh or critical techniques. The observations included teacher SEL knowledge,

teacher-level outcomes, teacher's social-emotional well-being, and teacher-child relationship

quality (Blewitt et al., 2020). The authors concluded that the positive results were significant and

52
that the universal use of SEL education and programs had the potential to strengthen behavior

and teaching practices. Correia and Marques-Pinto (2016) suggested SEL intervention produced

significant gains in the children's social, emotional, and learning skills and school adjustment.

Children with previous lower interpersonal strengths benefited more from the

intervention (Correia & Marques-Pinto, 2016). They also suggested that gains with SEL

intervention were independent of gender. When fidelity is low, SEL programs are less successful

(Schonert-Reichl, 2017). The researcher found that SEL produced a positive effect on reading,

mathematics, and science (Jones et al., 2019; Martins et al., 2017).

Studies demonstrated the feasibility of moving through the School Guide model of

implementation using school leadership teams. These same researchers also suggested that

coaching support for these leadership teams can help standardize schools' performance (Jones et

al., 2019; Martins et al., 2017). The pupils' self-management skills increased after participating

in the program. However, many studies did not find significant effects on pupils' well-being and

school engagement, which suggested that teachers who underutilized available SEL supports

were more likely to expel children (Mondi & Reynolds, 2020; Zinsser et al., 2019). Teachers'

stress fully mediated the association between SEL supports and expulsion. Experts suggested

that practice and policy and multicomponent, school-based early intervention programs could

promote SEL among at-risk populations (Martin et al., 2017; Mondi and Reynolds, 2020; Pereira

& Marques-Pinto, 2018).

COVID-19 Impacts on Students Learning Wellbeing & Associated Impacts for SEL

COVID-19 is one of the most dangerous pandemics in recent history, creating

unprecedented obstacles to student learning throughout the United States' school districts (Garcia

& Weiss, 2020; Kuhfeld et al., 2020; Kruger et al., 2018). Since the outbreak of COVID-19,

53
school administrators and district leaders have been tasked with exploring novel educational

options for students of all grade levels (Garcia & Weiss, 2020; Kuhfeld et al., 2020; Kruger et

al., 2018; Lily et al., 2020).

The school environmental climate has drastically changed over the past year due to the

widespread pandemic; the most significant shift was the closure of schools forcing students to

learn from home. One of the most widespread strategies for mitigating the adverse impacts of

COVID-19 is distance learning. This has created many challenges for educators to teach students

from all backgrounds without the traditional in-person teaching mode (Kuhfeld et al., 2020;

Kruger et al., 2018). These alterations in school environments, explicitly moving from face-to-

face and in-person instruction to online learning have created a considerable concern for student

learning. Not all students have access to the same resources to gain information and participate in

class, facilitating widened achievement gaps and detrimental learning outcomes (Dorn et al.,

2020). However, many educators believe that students' well-being can be negatively impacted

without SEL program implementation within distance learning initiatives (Garcia & Weiss,

2020; Kuhfeld et al., 2020).

Experts claim that SEL should be a priority during this COVID-19 crisis and should

have a precedented focus so students do not fall behind in their education (Colao et al., 2020;

Daniel, 2020; Garcia & Weiss, 2020; Kuhfeld et al., 2020). The idea that SEL is ignored or left

out of education while teaching online can create further issues with future educational gaps once

children head back to the classroom (Colao et al., 2020; Garcia, 2020; Gonzalez et al., 2020).

Studies have shown how SEL is a fundamental need in the classroom, connecting

students with teachers and providing a safe environment. Emotionally safe learning

environments can be achieved by making social and emotional learning an essential part of

54
education. (Daniel, 2020; Wang et al., 2020). Schools currently focus on innovating online

classrooms, using research based SEL practices to support students and families during building

closures, and recognizing such strategies are considered improvements over the online education

platform used in the past (Kuhfeld et al., 2020). Today, educators provide processes for

understanding emotional care, the regulation of family support and self-emotional guidance,

guiding families on how to create supportive home environments, and fostering the necessary

overarching commitment to creating connectedness despite the physical distance (Schlund &

Weissberg, 2020; Walker, 2020).

Chapter Summary

A comprehensive review of the literature reveals that few research efforts focused on

evaluating teachers' perceptions and understanding of SEL's importance. This study addresses

the gap in the research and contributes to scholarship. The study also has implications for

positive social change, which will benefit students, parents, teachers, and educational institutions

and ultimately increase local communities' economic development.

This chapter's presentation of reviewed literature showed the abundance of research

related to the early function of SEL in the classroom and the significance of SEL development

and teaching. The use of SEL in academic research has also been expansive, with studies on

measuring SEL skills both within younger and older student cohorts. A significant number of

experts agreed that there was a positive effect to using SEL in the classroom, and more educators

should be exposed to its use for classroom instruction.

The literature also confirmed that school based SEL intervention offered beneficial

improvements in students' social and emotional aptitudes, academic achievement, social skills,

and mental health. Scholars suggested that, as a participatory method for attitude, relationship,

55
and emotional skill, SEL practice will provide the teacher information on short and long-term

improvements needed in the skill development. Overall, the literature was supportive of SEL.

Still, there was a lack of scholarly work on teachers understanding the social-emotional

proficiencies that prepare students for success in school and their future. While there were ample

studies that explored SEL and ways to focus on this learning method in the classroom, a

literature shortage existed relating to integrating effective strategies and practices that support

SEL in the classroom.

Chapter Three will present the methodology and research used in this study, including the

problem and the research questions, and include detailed information on this study's nature. More

scholarly resources will also explain the rationale for the chosen methodology and research

design and discuss the sampling, data collection, and data analysis. Chapter Three will provide

the information on the current research so an experienced researcher could replicate the study.

The information presented will explain the overarching strategy and rationale to answer the

research questions, thereby offering a possible solution to the study’s problem.

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 Chapter III

Methodology

Introduction and Overview

The purpose of this mixed-method research study is to evaluate the perceptions and

understandings of teachers regarding Social Emotional Learning (SEL) by utilizing the five

social and emotional learning core competencies as identified by the Collaborative for

Academic, Social, and Emotional Learning (CASEL). To collect relevant data, the researcher

will utilize a mixed methodology that combines both qualitative and quantitative data collection

methods. This study will be guided by the following questions:

1. To what extent do the teachers in Lakeview High School understand the social-emotional

competencies that prepare students for success in school and the future?

2. To what degree are Lakeview High School teachers integrating effective strategies and

practices that support SEL in their classroom?

3. What do teachers need to integrate SEL into their daily instruction?

The guiding questions for this study developed from the need to recognize that social and

emotional learning is critical for student success in school, work, and career readiness skills.

Schools are an essential setting for children’s social and emotional development. To build upon

and support these critical skills, schools are widely adopting social-emotional learning programs.

This action research study will promote the understanding of the five core competencies

and the need to integrate them into daily instruction at Lakeview High School. According to

Sagor (2000), action research is a disciplined method of inquiry composed of a seven-step

process in which the researcher will select a focus, clarify theories, identify research questions,

collect data, analyze data, report results, and take informed action. To begin the action research

57
process, the researcher will define the social emotional core competencies as identified by

CASEL and examine how they are integrated into daily instruction by teachers. The researcher

reviewed the literature identifying the five core competencies and the integration of SEL skills in

the classroom. Acting as the practitioner, the researcher will conduct research, analyze data,

draw conclusions, and make recommendations to the school district to implement or modify

curriculum at the high school, based upon the findings of the study. This particular area of

inquiry is highly relevant to members of the high school as a component of current practices and

development for a SEL program that will align with the New Jersey Student Learning Standards

(NJSLS) for a Safe and Positive Learning Environment.

The overall purpose of this research is to evaluate LHS teachers’ perceptions and

understanding of SEL by utilizing the five social and emotional core competencies identified by

CASEL. Irresponsible decision-making, low self-awareness, poor self-regulation, and other

factors have indicated a need for implementing a SEL program.

This chapter will begin with a description of the research setting and sample, as well as a

description and rationale for instruments that will be used to collect the data. A rationale for

using the mixed-method approach will also be discussed, as qualitative and mixed methods play

prominent roles in social, behavioral, and health services research (Palinkas, 2014). This chapter

will conclude with ethical considerations, issues of trustworthiness, and delimitations of the

study.

Research Setting

This action research study will be conducted at Lakeview High School (LHS), a midsize,

suburban public high school located in Northwest New Jersey. LHS is identified as a “GH”

District Factor Group (DFG). The DFG was first developed to compare students’ performance on

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statewide assessments across demographically similar school districts (NJ Department of

Education, 2021). The DFGs for every district are calculated by using the following variables:

percent of adults with no high school diploma, percent of adults with some college education,

occupational status, unemployment rate, percent of individuals in poverty, and median family

income.

The research site is part of a pre-K-12 school district. Enrollment in the school district

has declined from 4,156 in 2010 to just over 3,500 in 2020. The population of Hispanic students

was at 3% in 2010 and is now over 18% in 2020. This population, along with African American

and Asian populations. is increasing in numbers. The median household income is approximately

$115,800.00. Due to its accessibility to NYC by both rail and highway, Lakeview is viewed as a

desirable location to live. A significant senior population lives and remains in the area, with

some homes being multi-generational.

LHS serves over 1,340 students and has a staff of 165 professionals. The principal, two

assistant principals, athletic director, and director of guidance comprise the building

administration. Four department supervisors are housed at LHS. However, they also have

responsibilities in two other buildings in the district. The researcher will present the topic of the

study to the school district's Board of Education and the Superintendent of Schools.

Research Sample

The research sample for this study will be selected from the 165 staff members at

Lakeview High School. A sample of staff from the various departments will be surveyed.

Participation in the survey will be requested on a voluntary basis. According to Guba & Lincoln,

“qualitative research facilitates an understanding of social phenomena in the natural setting often

from the perspective of the participants” (1994, p. 105). It is believed that from the survey results

59
members of the Child Study Team (CST), special education teachers, student assistant

counselors (SAC), guidance counselors, and the school nurse will have more experience in social

emotional learning. They frequently assist students in crisis and as such, are equipped to

implement SEL strategies.

A preliminary survey using the Likert scale was conducted in November 2019 amongst

teachers within four departments. Understanding SEL, implementing SEL, and professional

development were included in the preliminary survey questions. Teachers were also asked if they

could identify students in their classroom that were struggling academically and socially. In

order to protect the anonymity of the respondents, no personally identifiable information was

captured in any of the comment fields.

The researcher will also conduct a focus group and interviews as a follow-up to the

survey. A Collaborative Institutional Training Initiative (CITI)-certificated colleague will

conduct the focus group on the researcher’s behalf. The interviews will be conducted by a CITI-

certified cohort member on the researcher’s behalf using CITI guidelines to ensure accuracy,

completeness, and ethical research compliance.

To obtain the most reliable results, the focus group will be chosen by using purposeful

sampling. Purposeful sampling is a technique widely used in qualitative research for the

identification and selection of information (Patton, 2002). According to Creswell & Plano Clark,

(2011), purposeful sampling involves identifying and selecting individuals or groups of

individuals that are especially knowledgeable about or experienced with a topic of interest. As

Morse and Niehaus (2011) have indicated, whether the methodology employed is quantitative or

qualitative, sampling methods are intended to maximize efficiency and validity. For the focus

groups to be as purposefully different from each other as possible, the research will employ

60
maximum variation. Maximum variation samples are extremes or chosen to be purposefully

different to ensure a variety of participants (Bloomberg & Volpe, 2016 Given, 2008). Teachers

from various content areas and backgrounds, with a wide range of expertise and experience, will

be invited to participate. The researcher will include a representation of certificated staff from

various content areas, based upon availability.

Data Collection Methods

The researcher will use a mixed methods approach for data collection to yield a more

complete understanding of the research problem. A mixed methods approach is a multiphase

design, where quantitative and qualitative methods are combined within and between several

phases, and where the several phases depend on each other for a successful outcome (Creswell &

Plano Clark, 2011). Mixed methods research originated in the social sciences and during the last

decade, its procedures have been developed and refined to suit a wide variety of research

questions (Wisdom & Creswell, 2013). The core characteristics of a well-designed mixed

methodology study will include quantitative database (close-ended questions), qualitative

database (open-ended questions), integration of the two databases, and the design procedures

utilized. Quantitative measurement is the measurement of numerical data that will include

closed-ended questions, while providing some generalization of research inquiry.

Qualitative measurements are composed of non-numerical data and relate to the coding

of text based upon written responses or transcribed interviews into connections or themes. A

qualitative study is defined as an inquiry process of understanding a social or human problem,

based on building a complex, holistic picture, formed with words, reporting detailed views of

informants, and conducted in a natural setting (Creswell, 1994).

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 To ensure trustworthiness, collected data will be triangulated, to ensure validity and

increase confidence in the findings through the confirmation of using two or more independent

measures. The combination of findings from two or more rigorous approaches will provide a

more comprehensive picture of the results than either approach could do alone (Tashakkori &

Teddle, 2003). Surveys, focus group questions and interview questions will be assessed by the

researcher’s cohort members in a doctoral program in Educational Leadership.

Surveys

Surveys, which prioritize qualitative research values, and harness the rich potential of

qualitative data, have much to offer in a mixed methods approach (Braun, et. al., 2020). Surveys

are used to collect information on a broad range of things, including personal beliefs, attitudes,

past behaviors, and opinion (Creswell, 2007). Survey data will be instrumental in determining

the understanding and implementation of SEL competencies in the classroom. Important

information will be gathered from scaled questions using a Likert scale. Likert scales are

frequently used in educational research. Common uses include feedback, faculty evaluations of

administrators, and assessment of performance after an educational training (Sullivan & Artino,

2013).

The Likert scale will measure attitudes using five points (anchors) where the third point

in the middle represents neutrality. In structured survey questionnaires, response scales such as

the Likert scale are used “to allow respondents to express both the direction and strength of their

opinion about a topic” (Garland, 1991, p. 66). Participants will have a choice of five possible

responses, with the neutral point being neither agree or disagree.

The survey, which will be used as a quantitative data measure, will be paired with

qualitative research in the form of the interview and focus groups (Bloomberg & Volpe, 2012).

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To disseminate the survey, the researcher will send out an email invitation with a consent form

with a link to the Google Form site. Several of the survey questions will be based upon the social

emotional learning practices defined by CASEL, in order to gauge the teachers understanding of

the competencies.

To ensure validity of the data, triangulation will be utilized to develop a comprehensive

understanding of the research (Patton, 2002). Triangulation is a qualitative research strategy

utilized to test the validity of information from multiple sources.

The researcher will keep the survey open for ten days in order to complete the survey

with a reasonable amount of time. Reminder and thank you emails will be sent to respondents

after the first ten days of the survey being open.

Focus Groups

Focus groups are valid and reliable measures for collecting data when facilitated properly

(Bloomberg & Volpe, 2016). Focus groups are an established mechanism for data collection

across qualitative, mixed method, and quantitative methodologies (Pearson & Vossler, 2016).

Although employed differently, focus groups offer an effective means to assess dispositions,

attitudes, ideas, and experiences. Massey (2010) noted that focus groups offer access to both

content and expression, when utilized in research.

Participants in the focus group will be asked questions in an interactive setting to discuss

their thoughts freely with others. The discussion within the group will allow participants to share

their comments and opinions in a safe and secure environment, while moderated by a highly

qualified facilitator who has the ability to listen carefully, encourage expression, or engage in

extemporaneous discussions (Bloomberg & Volpe, 2016).

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 The researcher will assemble a group of individuals to discuss the specific topic by

aiming to draw from the complex personal experiences, perceptions, attitudes, and beliefs of the

respondents (Cornwall & Jewkes, 1995; Hayward, et. al., 2004; Kitzinger, 1994; Morgan, 1988:

Ochieng, 2018); Pearson & Vossler, 2016).. Berkes writes that the focus group is the link

between people's perceptions and their socio-cultural situation. This is critical to the decision-

making process, since most people derive their notions, mental constructions, and interpretations

from their immediate surroundings and, thereby, develop these from experiential knowledge

(2004).

The researcher will establish that focus group participants will not be interviewees.

Participants in the focus group will volunteer to the researcher directly. Focus group participants

will meet in the guidance conference room. The researcher will ensure that no identifiable

information will be collected or used. All participants in the focus group will be provided with a

consent form, which will be read aloud to them prior to the start of the session. All participants

will be required to sign the consent form to participate in the study. Since the researcher may be

a direct supervisor of the participants, the researcher will not be participating in the focus group.

The researcher will review with the moderator all the parameters of the session, including

speaking and listening to ensure the quality of the recording. Additionally, the researcher will

supply the moderator with the technology to record the session.

The researcher will establish a contract with REV.com, a transcription service provider,

to transcribe the focus group discussion and interviews. Questions for both the focus group and

interview will be reviewed by the researcher’s doctoral colleagues and her program advisor.

Interviews

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 Questionnaires and interviews are often used together in mixed method studies for

investigating educational assessment (Brookhart & Durkin, 2003; Lai & Waltman, 2008: Harris

& Brown 2010). Kendal (2008) writes that questionnaires can provide evidence of patterns

amongst large populations, while qualitative interview data often gather more in-depth insights

on participant attitudes, thoughts, and actions.

During interviews, participants can ask for clarification, elaborate on ideas, and explain

perspectives in their own words (Harris & Brown, 2010). Due to the interpersonal nature of the

interview context, participants may be more likely to respond in ways they deem socially

desirable (Richman, et. al.,1999; Yin, 2009; Harris & Brown, 2010).

The researcher intends to utilize interviews to acquire a deeper understanding of the

opinions and perceptions of those being interviewed. Additionally, it is believed that the research

topic is one about which teachers will likely have a great amount to say or will want to provide

some explanation. The interview process will provide a clear understanding of the topic by

allowing the interviewees to elaborate on questions and provide the researcher the opportunity to

probe further (Patton, 2002). In addition, the researcher believes that the interviews will present

culture and climate data as it relates to utilization of SEL practices.

Through interview questions, a member of the researcher’s cohort will ask teachers at

Lakeside High School to reflect on their understanding of social emotional learning, the impact

on their instruction, and strategies they have employed, in addition to thoughts on professional

development. Participants will also be provided a definition of the five competencies as

identified by CASEL and then asked to reflect on the competencies and ways to promote them.

Invitations to participate in the interview will be emailed by the researcher, who is a

CITI-certified moderator. All of the interview questions will be reviewed by the researcher’s

65
doctoral cohort and her academic chairperson. Individual participants will be informed that the

session is being recorded and transcribed by a third party. The interviewees will be required to

sign a consent form prior to participating in the study. Each interview will take approximately 60

minutes and will be held in a completely neutral setting so that participants feel comfortable

about sharing their perceptions and feelings on the subject matter.

Overview of the Information Needed

Multiple assessment tools will be utilized to collect data that is reliable and valid. Denzin

and Lincoln (1994) explain that the combination of multiple methods, empirical stands,

perspectives and observers in a single study is best understood as a strategy that adds rigor,

breadth, and depth to the investigation. Palinkas, et. al. (2015) writes that in areas of research,

mixed method designs are viewed as preferable in implementation research because they provide

a better understanding of research issues than either qualitative or quantitative approaches alone.

The willingness to participate, the importance of availability, and the ability to communicate

opinions and experiences in an expressive, reflective, and articulate manner are effective tools

when identifying or selecting individuals or groups of individuals (Creswell & Plano Clark,

2011: Bernard, 2002).

Table 1.

Overview of Research Questions

Overview for Information Needed Research Question 1: To what extent do the teachers of LHS
understand the social-emotional competencies that prepare students for success in school and
the future?

Information Needed Data Source

Teachers What is their level of Surveys

understanding of SEL?
Focus Group

66
 What are their beliefs about Interviews
furthering the development of
SEL skills in the classroom?

How do teachers adapt their

classroom management style?

Research Question 2: To what degree are LHS teachers integrating effective strategies and
practices that support SEL in their classroom?

Information Needed Data Source

Teachers How proficient are teachers Surveys

in implementing SEL
strategies? Focus Group

How aware are teachers of Interviews

the way in which their views
of SEL impact their
instructional practices?

How do teachers model SEL

to mitigate
negative/inappropriate
behaviors?

Research Question 3: What do teachers need to integrate SEL into their daily instruction?

Information Needed Data Source

Teachers What are the teacher’s Surveys

perceptions about their
training in SEL? Focus Group

What are the teacher’s Interviews

feelings about administrative
support in regards to SEL?

How is the school leadership

team effectively implementing
SEL practices?

Data Analysis and Synthesis

Mixed analysis involves the use of both quantitative and qualitative analytical

67
techniques within the same framework. As noted by Creswell and Plano Clark (2011), “Data

analysis in mixed methods research consists of analyzing the quantitative data using quantitative

methods and the qualitative data using the qualitative methods” (p. 128). The researcher must

have the ability to interpret data, make judgments from data, and make arguments based upon

evidence.

Coding is the process of organizing data by text, large segments, bracketing chunks, or by

using words to represent a category (Rossman & Rallis, 2012: Creswell & Creswell, 2018). The

researcher will organize and prepare the data for analysis, review and read the data, and then

begin to code the data. Attention to types of codes that will develop during analysis will assist

the researcher in developing categories. According to Creswell & Creswell (2018), coding falls

into three categories, codes the researcher will expect to find, codes that are surprising to the

researcher, and codes that are unusual but of interest to the researcher.

Synthesis is a process of bringing together data with the intention of drawing conclusions

about a body of research. The researcher will be cognizant of confirmation bias, the tendency to

search for, interpret, favor, and recall information in a way that confirms one’s preexisting

beliefs or hypotheses. Upon completion of the coding, the researcher will have identified, sorted,

and prioritized the findings in order to disseminate the findings.

Triangulation

Triangulation refers to the use of multiple methods or data sources in qualitative research

to develop a comprehensive understanding of phenomena (Patton, 2002). Triangulation

combines the methods of qualitative research, which focuses on contextualizing, exploration, and

theory construction with quantitative research, which focuses on large groups, patterns, and

trends (Creswell& Cresswell 2018). By combining these two methods, the researcher will

68
identify inconsistencies and trends through quantitative research, then qualitative methods to

explore these findings and why they occur and learn the thoughts of the participants involved.

The researcher will employ triangulation to test the validity of the data collected in the

study. The researcher will gather evidence from different types of data sources. These sources

will include surveys, a focus group, and interviews. All data will be organized, coded, and

analyzed for trends. The following table illustrates the process that will be used in this study.

Table 2.

Triangulation Matrix

Data Source Data Source Data Source

Research Question 1: Teacher Survey Teacher Focus Teacher Interviews

To what extent do the teachers Group
of LHS understand the social-
emotional competencies that
prepare students for success
in school and the future?

Research Question 2: Teacher Survey TeacherFocus Teacher Interviews

To what degree are LHS Group
teachers integrating effective
strategies and practices that
support SEL in their
classroom?

Research Question 3: Teacher Survey Teacher Interviews Teacher Focus

What do teachers need to Group
integrate SEL into their daily
instruction?

Ethical Considerations

The direct involvement and participation with people necessitate acknowledging the

subjective nature and activity of the researcher as the main tool of research (Munhall, 1988).

Ethical research protects the participant’s rights. The researcher will design and conduct a study

69
that is valid, reliable, legitimate, and ethical. The researcher will adhere to the rules and

regulations of the Institution Research Board (IRB) and has obtained CITI certification.

All participants will be treated equally and fairly, as autonomous agents capable of

making decisions for themselves, and will be provided sufficient time to answer for themselves

based upon the information given to them. All participants will be given a consent form which

will provide full information about the research. Creswell (2007) states a proper consent

procedure should include the focus of the study and methods to be employed, statements

surrounding confidentiality, the signature of both the researcher and participant, and the

participant’s right to withdraw from the study without penalty.

All participants will be assigned a number to ensure that participant identities are kept

confidential when reporting or transcribing the findings. The focus group discussions will be

facilitated by a member of the researcher's cohort. The survey will be administered through

Google Surveys, which will ensure anonymity. All interviews will be conducted by a member of

the researcher’s cohort in a neutral location. Interviews will be held after school hours to ensure

that the location is private and free of interruption. All data collected will be maintained in a

locked container, placed within a locked cabinet, which will be kept in the researcher’s private

office. At the conclusion of the researcher’s study, all forms of data, including audio

transcriptions, recordings, surveys, and other materials, will be destroyed and erased from the

researcher's computer. It is the responsibility of the researcher to assure her participants that the

research is properly designed, scientifically sound, will yield valid results, and will be approved

by the IRB at Saint Elizabeth’s University and conducted according to protocol, so that the rights

of the participants are protected throughout.

Validity and Reliability

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 The researcher will use multiple assessment tools to gather the data so that it is reliable

and valid (Sagor, 2000). Validity refers to the truthfulness of the data and the authentic

perspectives of the participants (Creswell & Plano Clark, 2011). The researcher will ensure that

the data collected is valid by using a deliberate sampling of participants (Bloomberg & Volpe,

2012). The researcher will facilitate a sampling of data by inviting 165 staff members at LHS to

participate in the survey. By asserting validity, the researcher is asserting the data collected

supports the stated claim (Sagor, 2000).

Reliability refers to the researcher’s claim regarding the accuracy of their data. When a

researcher measures a construct, they assume it will be consistent across time, therefore, the

scores they obtain should also be consistent across time. As stated by Cresswell & Plano, if two

researchers conducted the same study, their observations would be similar and thereby consistent

in its findings (2011). The researcher or moderator will use scripts that support the same

language is used for both interviews and focus groups. To establish the clarity of wording on all

three data collection tools, the questions will be reviewed by the researcher’s colleagues in the

doctoral program and her academic chairperson. All interview and focus group data will be

analyzed and coded by an external company, Rev.com to ensure inter-rater reliability

(Bloomberg & Volpe, 2016; Sagor, 2000).

Delimitations

Delimitations are the characteristics that limit the scope and describe the boundaries of

the study, such as the sample size, geographical location or setting in which the study takes

place, and population traits (Bloomberg & Volpe, 2012). For the purpose of this research project,

only certificated staff will be surveyed about their perceptions and understanding of SEL. The

focus of this study is on the teacher’s perceptions students, para-professionals, and parents will

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not be included in this research. These populations are outside the scope of the study and

boundaries that have been established. Student and parent perceptions of SEL are equally

worthy but should be considered for a future study. The research will take place at Lakeside

High School and will be conducted during the months of August and September which are

additional delimitations to the study.

Summary

This chapter describes how mixed methods designs can provide advantages when

exploring complex research questions. The researcher has provided a complete explanation of

the methodology and measures that will be used to conduct this study, based on the teachers

understanding of the social emotional competencies at Lakeview High School. The researcher

has explained how three methods of data collection will be used. Additionally, the researcher has

explained how triangulation of the surveys, focus groups, and interviews will be used to test the

validity of the findings. Lastly, the researcher has described the additional security measures that

will be employed to maintain the reliability, validity, and ethical considerations for the study.

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 Chapter IV

Data Analysis and Findings

Overview of the Study

The purpose of this mixed-method research study was to evaluate the perceptions and

understandings of teachers regarding Social Emotional Learning (SEL) by utilizing the five

social and emotional learning core competencies as identified by the Collaborative for

Academic, Social, and Emotional Learning (CASEL). The researcher utilized a mixed

methodology approach that combined both qualitative and quantitative data collection methods

to collect relevant data. The guiding questions for this study developed from the need to

recognize that social and emotional learning was critical for student success in school, work, and

career readiness skills. Schools are an essential setting for children's social and emotional

development. Schools are widely adopting social-emotional learning programs to build upon and

support these critical skills. This action research study promoted understanding the five core

competencies and the need to integrate them into daily instruction at Lakeview High School

(LHS).

Purpose and Research Questions

Students at LHS have demonstrated a need for a dedicated SEL program. This was

indicated by the high number of discipline referrals to the office and guidance counselor due to

poor decision-making, low self-awareness, poor self-regulation, and other factors.

This study was guided by the following research questions:

1. To what extent do the teachers of LHS understand the social-emotional competencies that

prepare students for success in school and the future?

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 2. To what degree are LHS teachers integrating effective strategies and practices that

support SEL in their classroom?

3. What do teachers need to integrate SEL into their daily instruction?

This chapter will present the study's data analysis and findings. The chapter will begin

with an identification of the data sources. The researcher collected data via a survey, semi-

structured interviews, and a focus group in this study. The researcher will then discuss

triangulation and, lastly, an overview of the major findings.

Data Sources

The researcher used a mixed methods approach for data collection to yield a complete

understanding of the research problem. Surveys, focus group questions, and interview questions

were assessed by the researcher's cohort members in a doctoral program in Educational

Leadership.

Survey

The survey, which was used as a quantitative data measure, was paired with qualitative

research in the form of the interview and focus groups (Bloomberg & Volpe, 2012). Several of

the survey questions were based upon the social emotional learning practices defined by CASEL,

to gauge the teachers understanding of the competencies. To disseminate the survey, the

researcher sent out an email invitation with a consent form linked to the Google Form site.

Interviews

The researcher utilized interviews to acquire a deeper understanding of the opinions and

perceptions of those interviewed. Through interview questions, a member of the researcher's

cohort asked teachers at Lakeview High School to reflect on their understanding of social

emotional learning, the impact on their instruction, and strategies they had employed, in addition

74
to thoughts on professional development. Participants were also provided a definition of the five

competencies identified by CASEL and were then asked to reflect on the competencies and ways

to promote them.

Each interview took approximately 60 minutes and was held in a neutral setting so that

participants felt comfortable about sharing their perceptions and feelings on the subject matter.

Invitations to participate in the interview were emailed by the researcher, who was a CITI-

certified moderator. The researcher's doctoral cohort and her academic chairperson reviewed all

the interview questions. Individual participants were informed that the session was being

recorded and transcribed by a third party. The interviewees were required to sign a consent form

prior to participating in the study.

Focus Group

The researcher assembled a group of seven individuals to discuss the specific topic by

aiming to draw from the complex personal experiences, perceptions, attitudes, and beliefs of the

respondents (Ochieng, 2018). All participants were required to sign a consent form to participate

in the study. Since the researcher may have been a direct supervisor of the participants, the

researcher did not participate in the focus group. The researcher used a moderator to conduct the

focus group. The researcher reviewed with the moderator all the session parameters, including

speaking and listening, to ensure the quality of the recording.

Triangulation

Triangulation refers to the use of multiple methods or data sources in qualitative research

to develop a comprehensive understanding of phenomena (Patton, 2002). Triangulation

combined the methods of qualitative research, which focused on contextualizing, exploration,

and theory construction, with quantitative research, which focused on large groups, patterns, and

75
trends (Creswell, 2018). By combining these two methods, the researcher identified

inconsistencies and trends through quantitative research, then utilized qualitative methods to

explore these findings and understand the participants' perspectives.

The researcher employed triangulation to test the validity of the data collected in the

study. The researcher gathered evidence from different types of data sources. These sources

included surveys, a focus group, and interviews. All data were organized, coded, and analyzed

for trends. The following table illustrates the process that was used in this study.

Table 2.

Triangulation Matrix

Data Data Source Data Source

Source

Research Question 1: Teacher Teacher Teacher

To what extent do the teachers of LHS understand Survey Focus Group Interviews
the social-emotional competencies that prepare
students for success in school and the future?

Research Question 2: Teacher Teacher Teacher

To what degree are LHS teachers integrating Survey Focus Group Interviews
effective strategies and practices that support SEL
in their classroom?

Research Question 3: Teacher Teacher Teacher

What do teachers need to integrate SEL into their Survey Interviews Focus Group
daily instruction?

Major Findings

This section provides an overview of the study's major findings that emerged from the

data set, which included the following:.

1. A lack of a deep understanding of social-emotional competencies.

2. COVID-19 has stunted students' SEL growth.

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 3. Mindfulness strategies are used to support SEL in the classroom.

4. A lack of alignment exists when infusing SEL into the classroom.

5. A lack of feasibility exists when infusing SEL into the classroom.

6. The school's mission is not specific to SEL.

7. Practices are individualized when integrating SEL into the classroom.

Research Question 1: To what extent do the teachers of LHS understand the social-

emotional competencies that prepare students for success in school and the future?

The first research question aimed to understand to what extent LHS teachers understand

the social-emotional competencies that prepared students for success in school and the future.

Within this research question, two findings emerged from the dataset: (a) A lack of a deep

understanding of social-emotional competencies, and (b) COVID-19 has stunted students' SEL

growth.

Finding 1: A Lack of a Deep Understanding of social-emotional competencies-

Interviews and Surveys

Interviews

The first finding that emerged from the interview dataset highlighted how the participants

lacked a deep understanding of social-emotional competencies. Table 4 below highlights the

interview participants that contributed to this finding, while Table 5 highlights the codes.

Table 3.

Finding 1: Interview Participant Contribution

PA PB PC PD PE PF Total Percentage
Finding 1: A lack of a deep X X X X 4 67%
understanding of social-emotional
competencies

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Table 4.

Finding 1: Codes

Codes
Finding 1: A lack of a deep understanding of social- Accountable
emotional competencies Hold them accountable
Relationship
Much better educated than
administration
Capitalize
So much more in their
classrooms
Education

As depicted in Table 3, four of the six interview participants contributed to this finding

(67%). The participants were able to discuss the basic tenets of SEL; however, they reported that

they still lacked a deep understanding of SEL. For example, Participant A (PA) stated:

What would that look like? I don't know what it would look like, honestly. I feel like I've

got the relationship thing down with my kids. My kids know that I'm accountable and I'm

going to hold them accountable and that I care deeply about them. I guess, more

strategies for interacting with kids when they're upset or trust that I can help them, like

immediately, other than just being a calming voice. And I've done like breathing things

one-on-one, I don't know about the whole group thing. I don't have that part of it that

works well for everybody, at a certain place in time (PA).

Additionally, Participant B (PB) reported that there appeared to be a deep lack of understanding

due to the issues that are emerging within the classroom. For example, PB stated:

I think that the teachers already are doing so much more in their classrooms. So instead

of telling them what to do, why don't we ask them what they're doing and capitalize on,

maybe what they think they still need. Like the teachers are better able to tell us what

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 they feel they still need more education on. Like some of the education I feel the teachers

would say would be more on the bullying and how that's impacting kids or more on the

substance abuse that we're seeing in the school. And the fact that they've now legalized

marijuana in the state. But as far as social emotional learning, I really do think our

teachers are much better educated than administration is aware of. They do it every day

(PB).

Participant C (PC) stated that the school lacked a deep understanding; although the school

offered resources to teachers supporting SEL, PC reported that she could not explain or

understand the concept:

We have some resources that are available…but as far as professional development

directly related to social and emotional learning, I don't think we have, in fact, when you

said something about this, I had to look it up. Because I know it's something that we

should know about. I was like, oh, maybe before I talk to you, I should actually take a

look at what I'm talking about (PC).

Participant F (PF) stated that there appears to be a lack of a deep understanding as SEL appears

as almost an "after thought". PF stated:

I think it seems to me with SEL, it's almost, and I don't think it's intentional too. I think it

almost seems like an afterthought of, oh, all right, we filled our quota for the month on

doing this. I honestly would like to do more of that, like I said, because obviously, I'm by

no means an expert, and I guess I would like to just see more of it (PF).

Some of the participants reported that they could not explain SEL in-depth. In contrast,

others reported that there was a lack of deep training for the teachers, as the model is considered

79
an "afterthought" by the administration. In summary, this finding highlighted a lack of deep

understanding regarding SEL from the teachers' perspectives.

Surveys

Within the survey, there were questions that aimed to gauge the participants'

understanding of the social-emotional competencies that prepared students for success in school

and the future. Using a Likert-scale of 0 to 5, with the third point (3) indicating neutrality to the

following questions: (a) I have an understanding of the social-emotional learning competencies,

and (b) I have an understanding of why social-emotional competence is required for successful

student progress. Table 6 below highlights the participants' responses to these questions on the

survey.

Table 5.

Survey Responses for Finding 1

Range Mean

1. I have an understanding of the social-emotional learning competencies. 1-5 3.84

2. I have an understanding of why social-emotional competence is required 1-5 4.39

for successful student progress.

As indicated by the first and second questions on the survey, the participants could

answer the question using the range of 1-5; however, the mean of the response to the first

question was 3.84, indicating that the participants perceived neutrality when understanding the

social-emotional learning competencies. Additionally, when answering question two on the

survey, the participants scored a mean of 4.39, indicating that they agreed that they understood

why social-emotional competence is required for successful student progress. These answers

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highlight that the participants tend to understand the need for social-emotional competence with

their students; however, they do not fully understand the different competencies.

Finding 2: COVID-19 has Stunted Students' SEL Growth- Focus Group

The second finding from the interview dataset highlighted how the participants perceived

that COVID-19 had stunted students' SEL growth. Table 7 below highlights the interview

participants that contributed to this finding, while Table 8 highlights the codes.

Table 6.

Finding 2: Focus Group Participant Contribution

FPA FGPB FGPC FGPD FGPE Total Percentage

Finding 2: COVID-19 has X X X X X 5 100%

stunted students' SEL Growth.

Table 7.

Finding 2: Focus Group Codes

Codes

Finding 2: COVID-19 has stunted students' SEL Growth. COVID-19

Setback
Took skills away
Effects of COVID
It's been tough
Redirection

The participants were able to discuss how COVID-19 had stunted students' SEL growth.

As depicted in Table 6, all focus group participants contributed to this finding. For example,

Focus Group Participant A (FGPA) stated:

I think when kids experience trauma at different points, even where you said you are

building on that staircase, you're working on it, it's an ever-changing thing, there are

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 those setbacks. And I think COVID is proof that they hit a setback and we need to really

help them process, and grow, and build. It's like a missing puzzle piece. You can't put the

puzzle together; you can't find out one piece (FGPA).

Similarly, Focus Group Participant B (FGPB) reported that the COVID-19 pandemic has taken

many of the SEL skills away from the students:

They need to relearn those skills because the pandemic took so many of those skills away

from them. COVID took away so many of those skills that students inability to just work

on an assignment without constant redirection or feeding them the answer in a

roundabout way becomes, "You need to do this on your own. I'm not going to walk you

through this step by step" (FGPB).

Focus Group Participant C (FGPC) stated:

Well, I think, this may be one of our flaws in education. Because I think maybe a safe

assumption until COVID has been that the average kid going through 13 years of school

will be ready for the adult world, and maybe a high percentage of the time, maybe they

were. And I think now, seeing the effects of COVID on such a large part of the

population, we are coming to realize you can't assume they've learned these skills yet. We

actually have to teach them as though they're brand new (FGPC).

Focus Group Participant D (FGPD) reported that working within a virtual environment has

stunted SEL growth, making it more difficult for the students:

I have a class of freshmen that are lacking in all of these, more so than my sophomores

and more so than my juniors and seniors. And I do think it's because we were virtual for

so long and they're just having a difficult time with all of these. And it's been a tough

time to do this this year and be a good human being (FGPD).

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Finally, Focus Group Participant E (FGPE) stated that students need a strong home environment

that supports SEL growth; however, this may not have been experienced within the pandemic:

I think it's also important that these things come from home. So, some of these social-

emotional traits, maybe the parents need these skills and don't have the skills to reinforce

at home. And so that might also be where some students might be struggling more than

others because they don't have that home foundational base (FGPE).

In summary, the focus group participants reported that due to the experiences of COVID-

19, many students had experienced setbacks within their SEL growth. The participants reported

that this was due to learning within a virtual platform, as well as not having a strong SEL

foundation at home.

Research Question 2: To what degree are LHS teachers integrating effective

strategies and practices that support SEL in their classroom?

The second research question aimed to understand the degree to which LHS teachers

integrating effective strategies and practices that supported SEL in their classrooms. Within

this research question, three findings emerged from the dataset that included (a) self-

reflection strategies are used to support SEL in the classroom, (b) a lack of alignment when

infusing SEL into the classroom, and (c) a lack of feasibility when infusing SEL into the

classroom.

Finding 3: Mindfulness Strategies are used to Support SEL in the Classroom-

Interviews, and Surveys

Interviews

The third finding emerging from the interview dataset highlighted how the participants

reported that mindfulness strategies are utilized to support SEL in the classroom. Table 9 below

83
highlights the interview participants that contributed to this finding, while Table 10 highlights

the codes.

Table 8.

Finding 3: Interview Participant Contribution

PA PB PC PD PE PF Total Percentage

Finding 3: Mindfulness strategies are X X X X X X 6 100%

used to support SEL in the classroom

Table 9.

Finding 3: Interview Codes

Codes

Finding 3: Mindfulness strategies are used to support SEL in the Breathing

classroom Mindfulness
Impact on students
Stress ball
Rubik's Cube
Pent up stuff
Stress toys
Breathing
techniques

As depicted in Table 8, all interview participants contributed to this finding. For example,

PA reported that she utilizes mindfulness strategies both inside and outside of her classroom with

students:

We've done a little bit of breathing. I don't do that necessarily in the classroom. I do that

in my spots with the marching band. I focus on their breathing and stuff like that before

our performances and stuff like that (PA).

PB reported that although they do not use mindfulness strategies themselves, they do find it

beneficial in the classroom when using with students:

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 I am not a big mindfulness person for myself, but I do believe in it having an impact on

students. So, when they come in and they're having anxiety issues or they're nervous

about something, we'll do some breathing techniques. So, I find that that works (PB).

PB continued to report:

I'll have them do like, well I'll give them a stress ball or something like that, a Rubik's

cube that kind of decompresses them a lot too. But yes, we have used... Walks. Like

sometimes we'll take a walk. Like if a kid needs to take a walk. I'll ask the co-teacher too

if they just walk out of your classroom, just let me know if they'll want to walk for five

minutes. Because that also releases a lot of that pent up stuff (PB).

PC was able to discuss how they utilized mindfulness techniques on a daily basis within their

classroom:

I am fortunate enough to be able to have them do some sort of mindfulness on a daily

basis, whether they are doing some sort of, five-minute meditation, or there's some things

that you can find on the computer that gives them ethical situations, and then they can

discuss what they think would be the outcome of that. I think that builds the relationship

between the students in the classroom as far being aware of each other and caring about

each other (PC).

PD discussed how they utilized a variety of mindfulness strategies or techniques to assist

students with mindfulness:

We do have some stress toys in the class. So, students are allowed to get putty or

something like that to manage their stress. Sometimes we'll tell students to go take a little

break, take a walk. Or we say almost as a reward system, after you're done with your

assignment, you may go on your phone or listen to music (PD).

85
PE reported that they utilize mindfulness strategies within the classroom, especially when faced

with a major test:

In one of my classes, when we have big lab tests, practicals, kids, sometimes kids come

in all kinds of frazzled. And before we start, even if it's a really big test, I ask them to...

All right, guys, put your pencils down. It's going to be okay. You got this; you've studied

long. We've been on this topic for a long time. You know more than you think you do.

Take a couple deep breaths. And I let them do that for about a minute. And I think it

relaxes most of them, but how does it affect their grade? I don't know. But I do. I don't do

it obviously all the time. I think it's important though. I think learning to cope with stress

is extremely important for not only the kids at this level, but even young adults and older

adults too (PE).

Finally, PF reported that although they do not actively practice mindfulness strategies in the

classroom, they do provide this information to students about the benefits of such practices:

I've talked about it, breathing techniques and stuff. I've never put a word to it. I've always

just said, breathing techniques are fun, or not fun, but helpful sometimes, but nothing

concrete and regular, I would say (PF).

In summary, the participants of the interviews reported that they teach and/or utilize

mindfulness strategies to their students. The participants reported that the students appear to

benefit from such practices, and they encourage them to utilize these strategies on a daily basis,

especially when they are facing higher stress levels or situations.

Surveys

Some survey questions aimed to understand how the participants perceived the success of

integrating effective SEL strategies and practices into their classrooms. The following questions

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on the survey aimed to answer this research question and substantiated the finding: (a) I am

confident in integrating social-emotional learning skills into the curriculum I teach, and (b)

social-emotional competencies are a good way to help with classroom management. Table 11

below highlights the range and mean of the participant's answers to the survey.

Table 10.

Finding 3- Survey Responses

Range Mean

3. Academic learning and social-emotional learning are interdependent for 1-5 4.07
improving student achievement.

4. I am confident in integrating social-emotional learning skills into the 1-5 3.86

curriculum I teach.

As indicated in Table 10, the participants had a mean of 4.07, demonstrating agreement

that academic learning and social-emotional learning are interdependent for improving student

achievement. This is in alignment with the responses from the interviews, as the participants

were able to discuss ways in which they use social-emotional learning practices in the classroom,

such as that of deep breathing exercises, mindfulness, and meditation, and how they can assist in

achievement (e.g., deep breathing before taking a test). Additionally, the participants

demonstrated a mean of 3.86, demonstrating neutrality when it came to being confident in

integrating social-emotional learning skills into the curriculum that they teach. This also aligns

with the third finding, as the participants were able to discuss how although they agreed with the

practices, they did not always practice this in the classroom.

Finding 4: A lack of alignment exists when infusing SEL into the Classroom-

Interviews and Surveys

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 Interviews

The fourth finding that emerged from the interview dataset highlighted how the

participants reported that there appeared to be a lack of alignment when infusing SEL into the

classroom. Table 12 below highlights the interview participants that contributed to this finding,

while Table 13 highlights the codes.

Table 11.

Finding 4: Interview Participant Contribution

PA PB PC PD PE PF Total Percentage

Finding 4: There is a lack of alignment X X X X X 5 83%

when infusing SEL into the classroom

Table 12.

Finding 4: Interview Codes

Codes

Finding 4: There is a lack of alignment when infusing SEL into the Hard to implement in
classroom class
Training offered
Updates and
perspectives
High school kids
Hard to reach an
audience
More socially involved

As highlighted in Table 11, five out of the six interview participants contributed to this

finding (83%). The participants reported that although they offer strategies in the classroom, they

did not perceive them as being aligned to real-world issues that need to be addressed when

infusing SEL into the classroom. For example, PA stated:

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 A lot of what we've received is very frou-frou, like meditation stuff and stuff that's really

hard sometimes to implement in the class, especially for freshmen, like who aren't going

to necessarily buy into this stuff. Again, I always think back to the raindrops on your

face, I feel like they haven't given us a strategy that I feel like is appropriate for the high

school level classroom. You know that kids will also buy into (PA).

PB was able to discuss how the administration may benefit from talking with their teachers to

find out what the teachers require when implementing strategies into their classrooms:

I think we need to kind of give the forum to some of our teachers and I think we need to

know from them, they're already doing it. So why are we teaching them when they can

teach us? I think that it adds insult to injury. I think we need to know that this has been

going on and we need to know from the teachers what they are doing and what we're

doing as a therapeutic or you know, our therapeutic little group down here (PB).

PC was able to agree, stating that it is essential for the school to provide additional training on

scenarios that are helpful to their student population:

I would like to see training offered on maybe scenarios that you can use to teach certain

situations or ways to make it relevant to them. Definitely have a small group type thing.

So, you can have people actually talk and listen and not hide behind their phone or

computer while you're trying to bring up something like this, would be helpful. Really,

direct, or even suggestions for how to teach the different areas specifically what we

should be saying or what we should be doing as far as doing this. And I think, even right

now, it's important just seeing the vibe and the fights that are going on, people

videotaping stuff or recording stuff, instead of turning people in are we helping out in the

situation? We need more of that (PC).

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PD reported that the school has helpful presentations and resources; however, mentioned it is

important to provide updates and new strategies to teachers that are specific to the different grade

levels:

I would like to see [someone] come back in and offer ideas since the last time [a person]

came in or when I last saw [them], if [they] have any updates or just other perspectives on

how to deal with high school aged kids. I'm not saying that [their] presentations are

geared to a specific age or grade, but sometimes it's hard to reach an audience who might

think it's hokey (PD).

Finally, PE reported that it is helpful to teach their students mindfulness strategies; however, they

stated that it is important to focus on other areas such as how to become more socially involved:

I know we've had training of course on mindfulness and trying to copy that into the

classroom is sometimes difficult because of time constraints, but I feel that if there is a

way that we can do it, if I can personally do it, that would be great. We were trained on

that, but it would be good to have some type of training on how to make the kids realize

that they need to be more socially involved (PE).

In summary, the participants in this finding discussed the importance of ensuring that

more training is provided to teachers to include additional strategies in their classroom that are

age-specific to their students. The participants reported that it is also helpful to focus on

strategies outside of mindfulness and self-reflection, such as social involvement.

Surveys

There were questions in the survey that also focused on a lack of alignment when

infusing SEL practices into the classroom. For example, questions were posed to the participants

that included the following: (a) a team of school stakeholders is needed for a social-emotional

90
learning program to address problem behaviors successfully, and (b) a school leadership team is

needed to develop effective social-emotional competence strategies. Table 14 below highlights

the range and the mean of the participant responses to questions eight and nine of the survey.

Table 13.

Finding 4- Survey Responses

Range Mean

8. A team of school stakeholders is needed for a social-emotional learning 1-5 4.06

program to be successful in addressing problem behaviors.

9. A school leadership team is needed to develop effective social-emotional 1-5 3.99

competence strategies.

As highlighted in Table 13, the participants agreed that a team of school stakeholders is

needed for a social-emotional learning program to successfully address problem behaviors. This

is in alignment with this finding, as the participants in the interview reported that they need

additional practices in the classroom that addresses not only specific behaviors but also social

involvement. Additionally, the participants experienced a mean of 3.99, leaning towards

agreement that a school leadership team is needed to develop specific strategies. Many of the

participants reported that although they utilize mindfulness and stress reduction techniques with

their students, this is not always enough. The participants reported that they would like to see

more variety of strategies that they can implement into their classrooms.

Finding 5: Feasibility is Lacking When Infusing SEL into the Classroom- Focus

Group

The fifth finding that emerged from the focus group dataset highlighted how the

participants reported that it could be unfeasible when infusing SEL into the classroom. Table 15

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below highlights the focus group participants that contributed to this finding, while Table 16

highlights the codes.

Table 14.

Finding 5: Focus Group Participant Contribution

FGPA FGPB FGPC FGPD FGPE Total Percentage

Finding 5: There is a lack of X X X X 4 80%

feasibility
when infusing SEL into the
classroom

Table 15.

Finding 5: Focus Group Codes

Codes

Finding 5: There is a lack of feasibility when infusing SEL into the Hard to implement in
classroom class
Training offered
Updates and
perspectives
High school kids
Hard to reach an
audience
More socially involved

As depicted in Table 14, four out of the five focus group participants contributed to this

finding. The participants within this finding reported a lack of feasibility when infusing SEL into

their classrooms. For example, FGPA stated: that it was difficult due to testing and other

educational requirements:

I think we have a very supportive environment here. However, with the push for testing

and requirements, it's hard to carve that time out (FGPA).

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FGPB reported discussed the importance of the SEL benefits to the students; however, it

discussed how it could be difficult for teachers to implement such strategies into their

classrooms:

We need legitimate professional development that is targeted to how we can do it easily

and leave the professional development with actionable items, not sit in yoga for 20

minutes, not do a breathing exercise. We all know how to do that. We are adults. And I

think sometimes that all the social-emotional learning training that we're getting is how

can we make the lives of the kids better? How can we make the lives for the teachers

better with the requirements that are placed upon us so that we are so overwhelmed with

everything that we have to do that sometimes, at the end of the day, I don't have enough

left in me to give. So, thinking of the social-emotional component, it has to be everybody

that's getting it (FGPB).

FGPB continued to state:

So really, it's looking at how do we help the teachers help the students? And that has to

be the way it's framed in professional development, giving us something to take away

that we can act on immediately and easily integrate into the curriculum. And then I think

the teachers would be more in for it and would be more willing to try those things

(FGPB).

FGPC stated that SEL strategies in the classroom are not necessarily prioritized by the

administration:

I think also if it's going to happen in the school, the administration needs to prioritize it,

verbalize that priority to the staff and then protect it. If I stop sometimes when I probably

need to really focus on social-emotional learning with this class that I have for 75

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 minutes once every other day or when there's holidays, once every three or four days, if

I'm going to stop and focus on social-emotional learning for that lesson, I'm going to be

way behind and now I'm thinking in the back of my head, I'm like, "Midterm is coming

up, a final is coming up. I have to get these kids to a certain point academically (FGPC).

Finally, FGPE stated that it is essential to know the difference between comfortability of

utilizing SEL strategies in the classroom versus that of feasibility:

Am I comfortable doing this in my classroom? Yes, but is it feasible? No, because I'm

tasked out. No, because I have a curriculum that I'm already behind on. So comfortable

versus feasibility, I think, is really where we need to be looking (FGPE).

In summary, the focus group participants reported that it is not always feasible to include

SEL strategies into their classroom due to other important duties. These other duties

included issues that the focus group participants discussed such as testing and additional

educational requirements. The participants also reported that including SEL strategies are

not always prioritized by administration; therefore, they reported that this is an area that

should be visited by the administration.

Research Question 3: What do teachers need to integrate SEL into their daily

instruction?

The third research question aimed to understand what teachers need to integrate SEL into

their daily instruction. Within this research question, two findings emerged from the dataset:

(a) the school's mission is not specific to SEL, and (b) practices are individualized when

integrating SEL into the classroom.

Finding 6: The School's Mission is not Specific to SEL- Focus Group and Surveys

Focus Group

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 The sixth finding that emerged from the focus group dataset highlighted how the

participants reported that the school's mission is not specific to SEL. Table 17 below highlights

the focus group participants that contributed to this finding, while Table 18 highlights the codes.

Table 16.

Finding 6: Focus Group Participant Contribution

FGPA FGPB FGPC FGPD FGPE Total Percentage

Finding 6: The school's X X X 3 60%

mission is not specific to SEL

Table 17.

Finding 6: Focus Group Codes

Codes

Finding 6: The school's mission is not specific to SEL Mission statement

Ideal environment
Language
Language in mission statement
Academic language
Social-emotional competencies
Fine-tuned and specific

As depicted in Table 16, three out of the five focus group participants contributed to this

finding (60%). Within this finding, the focus group participants discussed how the school's

mission statement does not appear to be specific to SEL. This, in turn, makes it challenging to

integrate SEL into daily instruction appropriately. For example, FGPB stated:

That was created in an ideal environment by higher ups without input. It says that it

wants these things, but it doesn't trickle down into live actionable items that we can

reflect upon in the classroom. I just feel in many respects, they say they want us to have

ethical and global citizens, and yet I heard today that there were students in the library,

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 airdropping racial slurs... They were airdropping racial jokes and memes to students of

color about the KKK (FGPB).

FGPC reported that although there is language in the mission statement that aligns with SEL,

they stated that it would be more beneficial to include social-emotional competencies to

demonstrate a stronger and more specific goal of SEL:

I don't hear a lot of language in the mission that actually has to do with social-emotional

learning. Ethical is about meeting people's expectations for decent behavior in, let's say,

professional environments, but it doesn't necessarily have to do with the competencies

that were mentioned before and they don't necessarily translate to compassion, kindness,

responsible decisions, those more social and emotional skills. And global citizens, I

mean, it's nice to be connected globally. That's something that's setting standards. It's a

very academic language, but I don't think it has anything to do with social-emotional

learning. So, I think if this were really a priority, we'd focus a little less on having a

mission that sounds like it covers a lot of bases and really actually highlights a couple of

particular goals that they want kids to grow in the social-emotional competencies

(FGPC).

Finally, FGPD stated:

The mission could be a little bit more fine-tuned and specific (FGPD).

In summary, the focus group participants of this finding reported that it would be more

beneficial to include SEL competency goals into the school's mission statement, rather than just

use broad academic language. The inability to appropriately reflect SEL in the mission

statement, makes it difficult for teachers to integrate SEL properly and fully into their

classrooms.

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 Surveys

There were some answers that the participants provided in the survey that were aligned

with a streamlined mission toward SEL practices and implementation. Questions in the survey

that focused on this finding included the following: (a) our school recognizes that positive

student behavior is necessary for improving student outcomes, (b) I am well trained to help

students learn effective social-emotional strategies, and (c) further professional development in

the social-emotional competencies will enhance my instruction. Table 19 below highlights the

range and mean for survey questions 6, 7, and 11.

Table 18.

Finding 6- Survey Responses

Range Mean

6. I am well trained to help students learn effective social-emotional 1-5 3.22

strategies.

7. Further professional development in the social-emotional competencies 1-5 4.00

will enhance my instruction.

11. Our school recognizes that positive student behavior is necessary for 1-5 4.06
improving student outcomes.

As highlighted in Table 18, the participants experienced a mean of 3.22 when stating

whether they perceived they were well trained to help students learn effective social-emotional

strategies. This indicated neutrality to the question and is in alignment with the focus group

participants, as they reported that they would like to see further training within this arena.

Furthermore, the survey participants reported that they would like to see more training and

professional development opportunities that will enhance their instruction (mean- 4.00), and they

reported that they agreed that their school recognized that positive student behavior is necessary

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for improving student outcomes. The answers in the survey are in alignment with the finding

because the focus group participants reported that they did not perceive their school as having an

aligned mission statement toward SEL. Their perceptions included that this occurred because

there lacked training and professional development opportunities, but also a lack of effective

strategies that were student-centered when implanting SEL into the classroom.

Finding 7: Practices are Individualized when Integrating SEL -Interviews

The seventh finding that emerged from the interview dataset highlighted how the

participants reported that practices are individualized to each student when integrating SEL into

the classroom. Table 20 below highlights the interview participants that contributed to this

finding, while Table 21 highlights the codes.

Table 19.

Finding 7: Interview Participant Contribution

PA PB PC PD PE PF Total Percentage

Finding 7: Practices are individualized X X X X X X 6 100%

when integrating SEL

Table 20.

Finding 7: Interview Codes

Codes
Finding 7: Practices are individualized when integrating SEL One-on-one
Not as much in the classroom
Try to talk to them
Headspace
After class
Leave the room
Talk before or after school

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 Table 19 highlights that all interview participants contributed to this finding (100%). The

participants discussed how SEL practices are typically individualized when integrating them into

the classroom. For example, PA stated that they talk more to students outside of the classroom:

A lot of what I do happens one-on-one when I can see a kid is struggling. So, we talk

about it, like what's going on? How are you feeling? You know, like what can I do

differently? What can we do differently together to make sure that you're feeling a little

bit better or like what do we need you to do to focus? Do you need to get up? Do you

need to go take a breather? Do you need to like, just stand up at your lab table while

you're doing this stuff? (PA).

PB reported that the practices depend on the student with which they are working:

It depends upon the kid. Most of the time, if the kids come down here, they might not

want to talk. And if it's anger, I don't even let them sit. If they need to curse, if they need

to, they can do that. But a lot of times the walking kind of releases that pent-up anger. So,

we'll do that. Sometimes with certain kids they don't want to be talked to. So, we'll put

them in an area that is quiet. We'll just let them sit there for 10 minutes and then we'll go

back and try to talk to them (PB).

PC stated:

Very carefully, as far as, trying to see physically, whether there's something that, whether

they're approachable and I can do something that way, or if I have to go through a friend

of theirs maybe to find out if I can help in any way. Take a lap is what I've been using

lately when somebody is having a tough time getting even a grip on themselves for

something they're upset about. They can't talk about it or don't want to talk about it just

because it continues to upset them. So just allowing them a little downtime to just walk

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 and not try to and ask them to get into the headspace of what you have to teach.

Hopefully, if not guidance, bye (PC).

PD reported that they do not talk to the students in front of the class; more so, they talk to them

individually instead:

I've tried to pull them aside so that it is not in front of the entire class and redirect them.

Either have a conversation with them on the side or outside the classroom (PD).

Similarly, PE also reported that they talk to students privately and individually as not to

embarrass them in front of the class:

I don't talk to them or address them during the class itself. I don't want to embarrass the

person or anything, but I would, again, as the person, as the student, after class. Is there

anything I could help you with? What was going on with that? (PE).

Finally, PF stated that students may just need to leave the room; therefore, they provide this time

to the student as individualized:

I guess in school, it's just, maybe they have to leave the room. Maybe we need to set up a

time to talk before or after school. I've done that a couple times after class to just get their

perspective and... Maybe they need to just vent to get those emotions out. Nothing

different than what a typical teacher would do (PF).

In summary, the participants that contributed to this finding reported that their SEL

practices tend to be individualized. While some participants reported that they discuss and

integrate SEL practices into their classroom, they also monitor the students individually and do

what is best for the students and what they require.

Chapter Summary

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 The purpose of this mixed-method research study was to evaluate the perceptions and

understandings of teachers regarding Social Emotional Learning (SEL) by utilizing the five

social and emotional learning core competencies as identified by the Collaborative for

Academic, Social, and Emotional Learning (CASEL). The researcher utilized a mixed

methodology approach that combined both qualitative and quantitative data collection methods

to collect relevant data.

After completing the analysis, seven findings emerged from the dataset collected via

surveys, interviews, and a focus group. Teachers believe that there is a lack of a deep

understanding of the social-emotional competencies. There is an understanding of the general

term of SEL, but they are not specific to the five core competencies. The COVID-19 pandemic

has stunted students' SEL growth. The data further revealed that mindfulness strategies are used

to support SEL in the classroom; however, they are very individualized to specific students and

not groups.

Additionally, teachers reported a lack of alignment when infusing SEL into the

classroom. It is not done consistently throughout the school. Furthermore, the findings revealed a

lack of feasibility when implementing SEL into the classroom. Teachers are often tasked with

the pressures of examination and curriculum deadlines. Implementing SEL into their classroom

is viewed as one more thing they are required to do.

An additional finding revealed that the school's mission is not explicitly aligned to SEL.

The mission was identified as using very broad academic language absent of any SEL language.

It was designed from the top-down and did not incorporate social-emotional competencies.

Chapter V will conclude the dissertation by discussing the results in relation to previous

literature, the implications, limitations, and recommendations for future research.

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 Chapter V

Discussion, Conclusions, and Recommendations

The purpose of this mixed-method research study was to evaluate the perceptions and

understandings of teachers regarding Social Emotional Learning (SEL) by utilizing the five

social and emotional learning core competencies as identified by the Collaborative for

Academic, Social, and Emotional Learning (CASEL). Students at LHS had demonstrated a need

for a dedicated SEL program. This was indicated by the high number of discipline referrals to the

office and guidance counselor due to poor decision-making, low self-awareness, poor self-

regulation, and other factors. Therefore, this study was guided by the following research

questions:

1. To what extent do the teachers of LHS understand the social-emotional competencies that

prepare students for success in school and the future?

2. To what degree are LHS teachers integrating effective strategies and practices that

support SEL in their classroom?

3. What do teachers need to integrate SEL into their daily instruction?

The researcher used a mixed-methods approach for data collection to yield a complete

understanding of the research problem. Surveys, focus group questions, and interview questions

were assessed by the researcher's cohort members in a doctoral program in Educational

Leadership.

When conducting the analysis for this study, the researcher found the following findings

that emerged from the dataset:

1. A lack of a deep understanding of social-emotional competencies.

2. COVID-19 has stunted students' SEL growth.

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 3. Mindfulness strategies are used to support SEL in the classroom.

4. A lack of alignment exists when infusing SEL into the classroom.

5. A lack of feasibility exists when infusing SEL into the classroom.

6. The school's mission is not specific to SEL.

7. Practices are individualized when integrating SEL into the classroom.

This chapter will conclude the study by providing discussions, conclusions, and

recommendations. The chapter will begin by presenting the research questions and discussing

their subsequent findings, followed by a discussion on how these findings relate to previous

literature. The next section will discuss the limitations experienced within this study, followed by

recommendations, recommendations for further research, and a final reflection.

Research Questions and Findings

Research Question 1. To what extent do the teachers of LHS understand the social-

emotional competencies that prepare students for success in school and the future?

Finding 1. The participants demonstrate lack of a deep understanding of social-emotional

competencies.

Finding 2. COVID-19 has stunted students' SEL growth.

Research Question 2. To what degree are LHS teachers integrating effective

strategies and practices that support SEL in their classroom?

Finding 3. Mindfulness strategies are used to support SEL in the classroom.

Finding 4. A lack of alignment exists when infusing SEL into the classroom.

Finding 5. Feasibility is lacking when infusing SEL into the classroom.

Research Question 3. What do teachers need to integrate SEL into their daily instruction?

Finding 6. The school's mission is not specific to SEL.

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 Finding 7. Practices are individualized when integrating SEL.

Discussion of Findings and Conclusions

Research Question 1. To what extent do the teachers of LHS understand the social-

emotional competencies that prepare students for success in school and the future?

The first research question aimed to determine the extent to which the teachers of LHS

understood the social-emotional competencies that prepared students for success in school and

the future. Within this research question, two findings emerged from the dataset: (a) the

participants have a lack of a deep understanding of social-emotional competencies, and (b)

COVID-19 has stunted students' SEL growth.

Finding 1. The participants have a lack of a deep understanding of social-emotional

competencies.

The first finding highlighted that participants perceived they experienced a lack of a deep

understanding of social emotional competencies. The interview participants reported that they

understood the basic tenants of SEL; however, they also highlighted that they lacked a deep

understanding of the complexities of SEL and how they can be intertwined into classroom

practices. Furthermore, when it came to lacking a deep understanding of the competencies, the

participants also reported that although the school had provided them with resources, the

resources were confusing, and that they perceived administration of aligning SEL practices as an

"afterthought." The finding also appeared in alignment with the survey participants, when asked

if they had a strong understanding of the SEL competencies, the mean score was 3.84,

highlighting a neutral response to the question.

Previous literature appears in alignment with this finding, participants lack a deep

understanding of the social-emotional competencies. For example, Jagers et al. (2018) argued

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that responsible decision-making in SEL competencies includes using the lessons learned to

make constructive choices regarding behaviors, social interactions, safety, social norms,

identifying and solving problems, and ethical responsibility. Jones et al. (2015) and McCormick

et al. (2015) both reported that effectively applying the SEL process to a classroom and teaching

children the skills necessary to recognize, understand, and manage a vast array of emotions is

often vital, as it establishes how well the students maintain emotional regulation in the future.

Therefore, if teachers lack a profound understanding of SEL competencies, they will not be

successful effectively working with them.

Based on the lack of understanding of SEL competencies, the study participants who

perceived administration as viewing SEL as almost an "afterthought" align with previous

research. The findings of Kuhfeld (2020) discussed how as SEL continues to gain popularity, the

need for high-quality social and emotional skill assessments also increases. Therefore, if schools

are only providing limited resources to their teachers, it would be impossible to ensure that the

quality levels of SEL assessments would also increase, neglecting both the needs of teachers and

students.

Two main conclusions can be drawn from this finding. First, suppose teachers can be

provided with higher-quality training and education germane to SEL competencies. In that case,

they can increase their deep understanding of SEL and better incorporate them into the classroom

as effective teaching practices. Secondly, suppose administrators want to increase the level of

understanding of their teachers and SEL competencies. In that case, training should be inclusive,

offering teachers guidance and professional development courses to infuse SEL competencies

into classroom practices appropriately. This will allow teachers to increase their understanding

by both basic tenants combined with effective and transparent classroom practices.

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 Finding 2. COVID-19 has stunted students' SEL growth.

The second finding indicated that the participants perceived that COVID-19 has stunted

students' SEL growth. Within this finding, the participants reported that the pandemic has altered

many students' social-emotional competencies due to them not experiencing full-time in-person

instruction. During the pandemic, many schools offered either online classes or a hybrid

experience (Mali & Lim, 2021).

The research of Yang (2021) argued that during the COVID-19 pandemic, teachers

experienced decreased self-efficacy levels in terms of SEL competencies. Additionally, Korlat et

al. (2021) reported that during the COVID-19 pandemic, girls fared better than boys in digital

learning, as girls perceived increased teacher support, intrinsic values of their learning

experiences, and learning engagement. One main conclusion can be drawn from this finding;

schools should continuously examine SEL competencies and how they are affected when

students engage in online or blended learning environments. There appears limited literature

within this area; therefore, highlighting the need for further research.

Research Question 2. To what degree are LHS teachers integrating effective

strategies and practices that support SEL in their classroom?

Finding 3. Mindfulness strategies are used to support SEL in the classroom.

The third finding revealed that the participants perceived that mindfulness strategies

support SEL in the classroom. All interview participants contributed to this finding, as they were

able to discuss how they used mindfulness strategies with their students to support SEL. The

mindfulness strategies were used both inside and outside the classroom, as participants reported

that mindfulness appeared to build relationships between the students and teachers while

teaching them how to be aware of and care for each other.

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 Corcoran et al. (2020) reported that using SEL strategies in the classroom benefits

students in many ways. The authors reported that SEL strategies could incorporate improvements

in students' academic performance, higher-quality relationships, and personality development.

Additionally, Donahue-Keegan et al. (2019) discussed how strategies can help educators adapt to

changes in classroom environments, while realizing a need for culturally responsive practices

with SEL teaching. The participants in this study reported that mindfulness techniques could also

be useful in preparing students for major tests, which aligns with educators changing the

classroom environment to benefit academic achievements.

One major conclusion can be drawn from this finding. Schools need to continue training

teachers to effectively implement SEL strategies into the classroom where they can experience

direct benefits with their students. The participants of this study reported that teaching

mindfulness training to students in a classroom environment can increase testing scores and

address test anxiety and inform stronger relationships and social-emotional outputs.

Finding 4. A lack of alignment exists when infusing SEL into the classroom.

The fourth finding highlighted that the participants perceived a lack of alignment to real-

world issues when infusing SEL into the classroom. This finding was substantiated through the

semi-structured interview participants. The participants reported that some SEL strategies, such

as meditation and mindfulness, are inappropriate for grades nine through twelve. For example,

one participant reported that their students who identified as ninth-grade students would not "buy

in" to these kinds of SEL strategies. Therefore, more updated and relevant SEL practices and

strategies are required. Additionally, the participants reported that further training is needed to

adapt stronger strategies and practices focused on different scenarios more relevant to the age

group they are teaching.

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 Teachers' perceptions of SEL and teachers' sense of efficacy were significantly related to

teacher-student relationships but were not related to students' emotional and behavioral

difficulties (Nickerson et al., 2019; Poulou, 2016a; 2018; Schonert-Reichl, 2017). Students are

more apt to define their relationships with educators as a function of academia or learning

school-related content. Conversely, teachers express their relationships with students as a

behavioral and emotional learning function, with academic learning as a secondary outcome.

Thus, there is a disconnect between students' teachers' perceptions regarding the student-teacher

relationships' function. Therefore, by identifying current scenarios that align with the students'

age groups, teachers can be more effective at implementing SEL practices into the classroom.

Additionally, Poulou (2016a) reported that teachers need to complete intensive SEL

training to better understand how to engage students within behavioral and emotional learning

domains. When schools do not provide their teachers with specific practices that can be infused

into the classrooms, teachers will struggle to ensure alignment with the goals of the school.

Therefore, one conclusion can be drawn from this finding. Schools need to offer increased

training programs that provide specific and up-to-date information for teachers to use with their

teaching population. Providing a variety of SEL practices that teachers can utilize in a classroom

setting can help achieve student SEL goals, ensuring that they can be implemented correctly and

effectively.

Finding 5. Feasibility is lacking when infusing SEL into the classroom.

The fifth finding highlighted how participants perceived feasibility is lacking when

infusing SEL into the classroom. Within this finding, focus group participants reported that it is

not always feasible to include SEL strategies due to other essential duties. These other duties

included issues such as testing and additional educational requirements. The participants also

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reported that including SEL strategies are not always prioritized by administration; therefore, this

is an area that the administration should visit.

According to the research of Ulupınar et al. (2019) to make the infusion of SEL into the

classroom more feasible, one of the primary conditions of SEL is to cultivate and equip qualified

educators in skill development. This is supported by Donahue-Keegan et al. (2019) and

McCallops et al. (2019) both suggested that teachers are uniquely responsible for introducing

content into a student's mind to increase personal growth and development in a culturally

competent manner. However, Tran (2021) reported that teacher workloads hinder effective SEL

strategies being implemented into the classroom. The author found that the higher the teachers’

stress level is, the lower the effective implementation of SEL was within their classroom. This

finding has one conclusion that is worthy of discussion. It appears that the school's

administration would need to provide further training and professional development

opportunities to their teachers, while also providing them with increased time to prepare and

implement SEL practices. Because the participants of this current study perceived that it is not

always feasible to implement SEL practices into the classroom effectively, the administration

needs to provide more substantial support to ensure that implementation is more feasible.

Research Question 3. What do teachers need to integrate SEL into their daily

instruction?

Finding 6. The school's mission is not specific to SEL.

The sixth finding highlighted how participants perceived that the school's mission is not

specific to SEL. The focus group participants reported that it would be more beneficial to include

SEL competency goals into the school's mission statement rather than solely using broad

academic language. The inability to specifically reflect SEL in the mission statement, makes it

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difficult for teachers to integrate SEL into their classrooms. Care et al. (2018) reported that it is

vital for schools to ensure that their missions are SEL specific. The authors reported that quality

education could only occur when it incorporates learning objectives that are both cognitive and

social-emotional based.

Additionally, Mitu (2020) discussed that it is important to align SEL practices with the

mission, because SEL aims to focus on three different areas: (a) children's behaviors, (b)

academic performance, and (c) well-being. Therefore, administrators need to develop not only

the mission statement of the school but also that of culture. This highlights an important

conclusion of this finding: schools need to appropriately highlight both the mission statement in

alignment with SEL practices, and the school's culture. Without offering intensive training,

education, and professional development opportunities, the mission statement would not be able

to highlight the importance of SEL. The mission statement and the culture of the school must be

aligned together to allow for robust SEL practices and interventions.

Finding 7. Practices are individualized when integrating SEL.

The seventh finding revealed that the participants perceived individualized practices

when integrating SEL into the classroom. The participants reported that their SEL practices

tended to be individualized. The participants stated that they discuss and integrate SEL practices

into their classroom while also monitoring students individually.

The research of Riem et al. (2017) collaborated this finding by reporting that though SEL

skills' widespread use is taught to educators with a type of herd mentality, these strategies cannot

be applied en masse to their entire student classroom population. Furthermore, Ulupinar et al.

(2019) discussed that recognizing each child as having differing features and learning abilities,

prompted educators to focus on each child's needs individually. One main conclusion is derived

110
from this finding. Administrators need to provide higher-level training on properly implementing

SEL practices from both an individualized and group perspective. By focusing on group and

individualized SEL strategies, teachers can implement all aspects of SEL more strongly as what

it is meant for; individualizing practices to suit students, while also providing group interactions

to address both personal behaviors and social-emotional issues. By only concentrating on

individualized practices, teachers are missing out on stronger components of SEL

implementation.

Limitations of the Study

The limitations of this study include the research design, the population being studied,

and mitigating circumstances. Limitations are natural to any research study and therefore should

be discussed and recognized (Bloomberg and Volpe, 2016). Because this mixed method study

followed a strong qualitative component, the findings may not necessarily be generalized to other

populations and geographical regions. First, the study was restricted to Lakeview High School in

a district comprised of seven schools. For example, further research would explore this

phenomenon in different populations and geographical regions. Further research would be

needed to explore other populations such as parents, administrators, and district superintendents

outside of LHS.

In addition, the researcher is the assistant principal of Lakeview High School and has

evaluative responsibilities over the participants. In attempt to limit any bias, a CITI-certified

colleague conducted the one-on-one interviews and focus group. The survey was anonymous and

was sent by a CITI-certified colleague to the teaching staff on behalf of the researcher.

A third limitation is that of a mitigating circumstance of the COVID-19 pandemic. When

the researcher began this study, COVID-19 was not a pandemic in society. Since the beginning

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of the pandemic in March 2020, schools have had to transition to complete online learning or

approach education using a blended learning environment including both online and in-person

instruction. One of the findings of this study highlighted that the participants perceived that

COVID-19 stunted their students' SEL growth. COVID-19 could have acted as a limitation to

this study, as students were not always 100% in their classrooms and having to enter different

learning environments (e.g., online or blended), while also having to participate in social

distancing measures as recommended by the Centers for Disease Control and Prevention (CDC).

Therefore, it is recommended that future research focus on COVID-19 in relation to how

teachers are implementing SEL strategies when following online or hybrid classrooms.

Recommendations

The recommendations that are discussed within this section can assist LHS in addressing

the problem being studied, while providing for a stronger alignment with SEL practices and

strategies within the school.

Recommendation 1

The first recommendation is for LHS to provide their teachers with higher-quality

training and education surrounding SEL competencies. This will enable teachers to better

understand SEL and incorporate strategies into the classroom to be included as effective teaching

practices. Suppose administrators want to increase the level of understanding of their teachers. In

that case, training should be inclusive, offering guidance, and professional development courses

demonstrating exactly how to infuse SEL competencies into the classroom. Therefore, if schools

provide limited resources to their teachers, it is impossible to ensure that the quality levels of

SEL assessments increase, neglecting both the needs of teachers and students.

Recommendation 2

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 The second recommendation is for LHS to continuously examine SEL competencies and

how they are affected when students are participating in online or hybrid learning environments.

Based on the finding of Korlat et al. (2021) there is support for this recommendation. This can

allow LHS to begin monitoring and working towards increasing their students' SEL

competencies in different learning environments during the COVID-19 pandemic.

Recommendation 3

The third recommendation is for LHS to provide their teachers with more time to prepare

and implement SEL practices into the classroom. Because the participants perceived that it is not

always feasible to effectively implement SEL practices into the classroom, administration needs

to provide improved support to ensure that implementation is more feasible. Teacher workloads

can hinder the effective implementation of SEL strategies into the classroom (Tran, 2021).

Recommendation 4

The fourth recommendation is for LHS to appropriately highlight SEL in both their

mission statement and school culture. It is crucial to align SEL practices with the mission,

because SEL aims to focus on three different areas: (a) children's behaviors, (b) academic

performance, and (c) well-being (Mitu, 2020). It is essential that the mission statement and

culture of the school is aligned together to allow for stronger and more consistent SEL practices

and interventions. Without offering professional development opportunities, the mission

statement would not highlight the importance of SEL.

Recommendation 5

The fifth recommendation is for LHS to provide higher-level training on properly

implementing SEL practices from both an individualized and group perspective. By only

concentrating on individualized practices, teachers cannot effectively implement SEL. By

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focusing on both group and individualized SEL strategies, teachers will be able to implement all

aspects of SEL more strongly, individualizing practices to suit students while also providing

group interactions to address both personal behaviors and social-emotional issues. Ulupinar et al.

(2019) concluded that recognizing that each child has differing features and learning abilities

prompts educators to focus on each child's needs as an individual. Additionally, the research of

Riem et al. (2017) noted that even though SEL skills' widespread use is taught to educators with

a type of herd mentality, these strategies cannot be applied en masse to their entire student

classroom population.

Recommendations for Further Research

Recommendations for future study on this topic include how COVID-19 has impacted

students' SEL growth and explore how schools are continuing to address the importance of SEL

within their curriculums during the pandemic. This would be important to explore because

students' learning environments have changed drastically during the pandemic due to social

distancing guidelines as recommended by the CDC. A second recommendation is for future

research to focus on other stakeholders' perceptions within school communities. Future research

could continue exploring the same phenomenon and investigate the perceptions and experiences

of administrators, principals, district superintendents, or parents. These findings could provide

useful information on how to improve SEL growth and strategies in the classroom from differing

perspectives. A third and final recommendation for future research could include a longitudinal

study to examine teachers, students, and schools over time. This could assist in a deeper

understanding of how SEL growth and practices occur over time, providing useful information

for schools on how they can improve social-emotional learning throughout procedures and the

school's culture.

114
Final Reflection

The purpose of this mixed-method research study was to evaluate the perceptions and

understandings of teachers regarding Social Emotional Learning (SEL) by utilizing the five

social and emotional learning core competencies as identified by the Collaborative for

Academic, Social, and Emotional Learning (CASEL). Students at LHS had demonstrated a need

for a dedicated SEL program. The findings of this study highlighted the following:

1. A lack of understanding of social-emotional competencies.

2. COVID-19 has stunted students' SEL growth.

3. Mindfulness strategies are used to support SEL in the classroom.

4. A lack of alignment exists when infusing SEL into the classroom.

5. A lack of feasibility exists when infusing SEL into the classroom.

6. The school's mission is not specific to SEL.

7. Practices are individualized when integrating SEL into the classroom.

These findings have highlighted specific recommendations for LHS to follow, to increase

SEL practices and growth within their school. By offering robust and comprehensive training to

their teachers, LHS will experience a school-wide deeper understanding of SEL and be afforded

an opportunity to serve their students from an SEL standpoint by implementing appropriate

strategies. Because teachers of LHS report lacking a deep understanding of SEL, combined with

the lack of alignment with the school's mission and the experience of difficulty when infusing

SEL into the classroom, SEL is not acute among the school's culture. By making changes to

highlight the importance of SEL and training their staff, LHS can provide rich SEL practices to

both their teachers and students while strengthening the importance of SEL among the school's

culture.

115
 APPENDICES

APPENDIX A

INTRODUCTION TO RESEARCH STUDY

As you may or may not be aware, I am currently pursuing my doctoral degree in educational
leadership at Saint Elizabeth University, located in Morristown, New Jersey. As a part of my
degree requirements, I will be completing an action research dissertation. The purpose of my
study is to evaluate the perceptions and understandings of teachers regarding Social
Emotional Learning (SEL).
To gather this data, I will administer an anonymous survey through Google Forms and will
conduct interviews and one focus group. The names of faculty, staff or administration will not
be identifiable or used in the study’s reporting. Participation in this study is strictly voluntary
and non-evaluative. As well, any participant has the option to withdraw consent from this study
at any time without penalty. Additionally, participants have the option to refuse to answer
questions at any point in the process.
In the coming weeks, I will be sending certificated staff in the district a link to participate in
an online survey through Google Forms. This survey is anonymous and only for certificated
staff. Some staff will then receive an invitation to participate in the one-to-one interviews and
a focus group. The interviews and focus group will be conducted by CITI certified
colleagues.
If you have any questions, please feel free to contact me at [email protected] or 973-349-2098.
If you have additional questions regarding your rights as a participant in this study, you may
contact Michele Yurecko, Ph.D., the Chair of the Institutional Review Board at Saint Elizabeth
University at 973-290-4036.
Thank you for your consideration.

Denise E. Glenn
Doctoral Student
Saint Elizabeth University

116
 APPENDIX B

REFERENCE SHEET

Key Terms Related to Social Emotional Learning (SEL)

At-risk learners-is often used to describe students or groups of students who are considered to

have a higher probability of failing academically or dropping out of school (Education Reform,

2013). https://www.edglossary.org/at-risk/

CASEL-The Collaborative for Academic, Social, and Emotional Learning (CASEL) defined

SEL more than two decades ago (CASEL, 2020). https://casel.org/

Depression- is a common and serious medical illness that negatively affects how you feel, the

way you think and how you act. Fortunately, it is also treatable. Depression causes feelings of

sadness and/or a loss of interest in activities once enjoyed. It can lead to a variety of emotional

and physical problems and can decrease a person’s ability to function at work and at home

(APA, 2020). https://www.psychiatry.org/patients-families/depression/what-is-depression

Emotional Intelligence- means being aware that emotions can drive our behavior and impact

people (positively and negatively), and learning how to manage those emotions – both our own

and others – especially when we are under pressure (Goleman,1996),

https://www.ihhp.com/meaning-of-emotional-intelligence

Emotional Processes-a process whereby emotional disturbances are absorbed, and decline to the

extent that other experiences and behaviour can proceed without disruption” Rachman, 1980, p.

51). http://emotionalprocessing.org/definitions/

117
Professional Development- is a continuum of learning and support activities designed to

prepare individuals for work with and on behalf of young children and their families, as well as

ongoing experiences to enhance this work. These opportunities lead to improvements in the

knowledge, skills, practices, and dispositions of early childhood professionals (NAEYC, 2020).

https://www.naeyc.org/resources/pd

Relationship Skills-The ability to establish and maintain healthy and rewarding relationships

with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate

with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and

offer help when needed (CASEL,2020). https://casel.org/core-competencies/

Responsible Decision Making-The ability to make constructive choices about personal behavior

and social interactions based on ethical standards, safety concerns, and social norms. The

realistic evaluation of consequences of various actions, and a consideration of the well-being of

oneself and others (CASEL,2020). https://casel.org/core-competencies/

Restorative Practices-is a social science that studies how to build social capital and achieve

social discipline through participatory learning and decision making (IIRP,2020).

https://www.iirp.edu/restorative-practices/defining-restorative/

Self-awareness-the ability to accurately recognize one’s own emotions, thoughts, and values,

and how they influence behavior. It is the ability to accurately assess one’s strengths and

limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.” In

short, self-awareness is the ability to understand one’s self (CASEL, 2020).

https://casel.org/core-competencies/

118
Self-efficacy-is defined as people's beliefs about their capabilities to produce designated levels of

performance that exercise influence over events that affect their lives. Self-efficacy beliefs

determine how people feel, think, motivate themselves and behave. Such beliefs produce these

diverse effects through four major processes. They include cognitive, motivational, affective and

selection processes (Bandura, 1994). https://www.uky.edu/~eushe2/Bandura/BanEncy.html

Self-management-The ability to successfully regulate one’s emotions, thoughts, and behaviors

in different situations — effectively managing stress, controlling impulses, and motivating

oneself. The ability to set and work toward personal and academic goals (CASEL,2020).

https://casel.org/core-competencies/

Social awareness-the ability to take the perspective of and empathize with others, including

those from diverse backgrounds and cultures. The ability to understand social and ethical norms

for behavior and to recognize family, school, and community resources and supports

(CASEL,2020). https://casel.org/core-competencies/

Social Emotional Learning (SEL)-Social and emotional learning (SEL) is the process through

which children and adults understand and manage emotions, set and achieve positive goals, feel

and show empathy for others, establish and maintain positive relationships, and make responsible

decisions (CASEL,2020). https://casel.org/what-is-sel/

Social competence-Social competence is the condition of possessing the social, emotional, and

intellectual skills and behaviors needed to succeed as a member of society ( HOC, 2020).

http://www.healthofchildren.com/S/Social-Competence.html

119
 APPENDIX C

IMPLIED CONSENT FOR ANONYMOUS, MINIMAL RISK SURVEYS

Dear Colleague:
To investigate the perceptions and understanding of teachers regarding SEL (social-emotional
learning) I am researching the practices that exist in our district. The study is part of my
doctoral program at Saint Elizabeth University. Our superintendent and Board of Education
has approved this study, and the results will be used to develop an action plan for
improvement.
I am asking you as a certificated staff member in the district, to complete an anonymous
online survey regarding your understanding of SEL (social-emotional learning). The survey
will take no longer than 10 minutes to complete.
Your participation is voluntary, and you may skip any question you do not want to answer.
Since it is impossible to identify respondents, there is no way to penalize or reward anyone for
participating or declining to participate.
Please feel free to contact me at [email protected] or 973-349-2098 if you have any
questions about the survey.
By continuing with this survey, you are agreeing to participate, please go to (Add URL Here)
to take this survey.

Denise E. Glenn
Doctoral Student
Saint Elizabeth University

120
 APPENDIX D

SURVEY QUESTIONS

Social Emotional Learning: Evaluating the perceptions and understandings of teachers by

utilizing the five core competencies as identified by CASEL.

1. I have an understanding of the social-emotional learning competencies. (Q1)

Strongly disagree 1 2 3 4 5 Strongly agree

2. I have an understanding of why social-emotional competence is required for

successful student progress. (Q1)

Strongly disagree 1 2 3 4 5 Strongly agree

3. Academic learning and social-emotional learning are interdependent for improving

student achievement. (Q2)

Strongly disagree 1 2 3 4 5 Strongly agree

4. I am confident in integrating social-emotional learning skills into the curriculum I

teach. (Q2)

Strongly disagree 1 2 3 4 5 Strongly agree

5. I value implementing strategies that target the social-emotional learning of all

students. (Q2)

Strongly disagree 1 2 3 4 5 Strongly agree

6. I am well trained to help students learn effective social-emotional strategies. (Q3)

Strongly disagree 1 2 3 4 5 Strongly agree

121
7. Further professional development in the social-emotional competencies will enhance

my instruction. (Q3)

Strongly disagree 1 2 3 4 5 Strongly agree

8. A team of school stakeholders is needed for a social-emotional learning program to

be successful in addressing problem behaviors. (Q3)

Strongly disagree 1 2 3 4 5 Strongly agree

9. A school leadership team is needed to develop effective social-emotional competence

strategies. (Q3)

Strongly disagree 1 2 3 4 5 Strongly agree

10. It is important to develop positive relationships with students in order to support

student success. (Q1)

Strongly disagree 1 2 3 4 5 Strongly agree

11. Our school recognizes that positive student behavior is necessary for improving

student outcomes. (Q2)

Strongly disagree 1 2 3 4 5 Strongly agree

12. Utilizing the social-emotional competencies is an effective way to change

negative/inappropriate behavior. (Q2)

Strongly disagree 1 2 3 4 5 Strongly agree

13. The social-emotional competencies are a good way to help with classroom

management. (Q2)

Strongly disagree 1 2 3 4 5 Strongly agree

14. When the administration encourages social-emotional competence in students, the

staff spends less time on managing discipline issues. (Q3)

122
 Strongly disagree 1 2 3 4 5 Strongly agree

15. I value implementing social-emotional strategies that target social-emotional

learning of all students. (Q2)

Strongly disagree 1 2 3 4 5 Strongly agree

123
 APPENDIX E

INVITATION TO PARTICIPATE IN A FOCUS GROUP

TITLE OF RESEARCH: Social Emotional Learning: Teachers’ Perceptions and Understanding

Regarding the Five Social Emotional Learning Competencies

RESEARCHER: Denise E. Glenn, Doctoral Student, Saint Elizabeth University

This study has been approved by Saint Elizabeth University’s Institutional Review Board.

I am currently pursuing my doctoral degree in educational leadership at Saint Elizabeth

University, which is located in Morristown, New Jersey. Part of my degree requirements is
to complete an action research doctoral dissertation. The purpose of this study is to evaluate
the perceptions and understanding of teachers regarding SEL (social-emotional learning)
by utilizing the five social and emotional learning core competencies identified by CASEL:
Self-awareness, Self-management, Social-awareness, Relationship Skills, and Responsible
decision making.

This is an invitation for you to participate in a focus group discussion which will assist me in
my efforts in collecting data in the completion of research for my doctoral dissertation. Please
make note that participation is voluntary and that you may decline or withdraw from the
process at any time without penalty.

The focus group interview will take place in the Media Center at Roxbury High School. It will
be conducted and recorded by one of my doctoral cohort colleagues. The session will last no
longer than an hour. The recording will be sent to a transcription service, and only I will have
access to this data. To ensure privacy, no names will be used, and participants will sign a
confidentiality agreement. The transcripts from the focus group are non-evaluative.

Please email me if you are interested in participating in the focus group.

Thank you for your consideration.

Denise E. Glenn
Doctoral Student
Saint Elizabeth University

124
 APPENDIX F

STANDARD ADULT CONSENT FORM FOR FOCUS GROUP

TITLE OF RESEARCH: Social Emotional Learning: Teachers’ Perceptions and Understanding

Regarding the Five Social Emotional Learning Competencies

RESEARCHER: Denise E. Glenn, Doctoral Student, Saint Elizabeth University

This study has been approved by the Saint Elizabeth University’s Institutional Review

Board. Denise E. Glenn has:

A. Explained the purpose and procedures of the research.

The focus group will include open-ended questions about my perceptions and
understanding of social emotional learning (SEL) and will require about an
hour of my time. The focus group will take place in the Media Center at
Roxbury High School and will be conducted by a CITI certified individual
who is not Denise E. Glenn. I will not be compensated in any way for my
participation in this study.

B. Clarified that my participation is voluntary and that I may withdraw my consent and
discontinue participation in the project at any time. My refusal to participate will
not result in any penalty or benefit. I may choose to avoid answering some
questions.

C. Answered any questions that I have regarding the study.

By signing this agreement, I understand that the researcher does not expect any foreseeable risks
to me. There is no plan to reimburse me for any costs I might incur as a result of participating in
this study.

I hereby give my consent to be a participant in your research.

I also give my consent to be audio recorded. _______ (Participant Initials)

Print Name: ________________________________________________

Signature and Date: __________________________________________

125
 THIS PAGE MUST BE PROVIDED TO THE SUBJECT

Please keep this sheet in case you have any questions about this research project.

1. TITLE OF RESEARCH: Social Emotional Learning: Teachers’ Perceptions and

Understanding Regarding the Five Social Emotional Learning Competencies

2. For answers to any questions, you may have about this research, contact:
Researcher: Denise E. Glenn, Doctoral Student, Saint Elizabeth University,
[email protected]

3. For answers to any questions, you may have about your rights as a research
subject, contact:

Michele Yurecko, Ph.D.

Chair, Institutional Review Board
Saint Elizabeth University
2 Convent Road
Morristown, New Jersey 07960-6989
973-290-4036
[email protected]

126
 APPENDIX G

FOCUS GROUP SCRIPT AND QUESTIONS

Hello and welcome to the focus group session.

I want to thank you for taking the time to meet with me about your perceptions and
understanding of social emotional learning (SEL).I am interested in hearing about your
perspective on this topic. Therefore, I am going to ask you questions about your understanding
and perceptions of social emotional learning (SEL) and the five core competencies.

I encourage you to feel free to share your point of view, even if it differs from what others
may share in this session. This is a judgement free zone. There are no wrong or right answers
and both positive and negative comments are welcome. Any comments you share will be
helpful to my research.

Because I encourage you to share your honest feedback on these issues, I ask that you keep
what is said in this room confidential from others in your school and the district. To preserve
confidentiality, during the course of the conversation we will only be using first names.

Please be assured that our conversation is confidential, no names or any other

identifiable information will be included in the findings that will be presented.

I expect that the focus group will take approximately 45 minutes to one hour. If there are no
objections, I will record this focus group for accuracy. I will secure the recordings, and no
one will have access to them.

Do you have any questions? May we begin? (Pause for response)

Prior to the beginning of the focus group, please state your assigned participant number.
This will help with the transcription of the focus group.

127
 Focus Group Questions

1. What is your understanding of the social-emotional competencies as determined by

CASEL? (Should I break them down individually?) (RQ 1)

2. Why are social competencies such as self-awareness, self-management, social awareness,

relationship management, and responsible decision-making important for your students? (RQ 1)

3. Do you believe that by fusing SEL in your lessons, your students will become more
socially and emotionally competent? If yes, Why? If not, Why not?

4. Thinking about the school, who should be responsible for teaching social-emotional
skills? Why? (RQ 2)

5. Thinking about your school community, how comfortable would you be incorporating an
SEL program into your curriculum? (RQ 3)

6. Explain your thoughts about an SEL program being in your school. Please elaborate.
(RQ 1 & RQ 2)

7. Talk about what challenges you might face in trying to infuse SEL into your
lessons. (RQ 3)

8. In terms of social-emotional learning in particular, how supportive has the school been of
your growth as a teacher? (RQ 3)

9. Reflecting on your school, how much do you learn about supporting your students’
social-emotional learning from the leaders at your school?

10. Reflecting on your school community, do you think your school mission and values
support the acquisition of a social-emotional learning program? (RQ 3)

128
 APPENDIX H

INVITATION TO PARTICIPATE IN A ONE-TO-ONE INTERVIEW

TITLE OF RESEARCH: Social Emotional Learning: Teachers’ Perceptions and

Understanding Regarding the Five Social Emotional Learning Competencies

RESEARCHER: Denise E. Glenn, Doctoral Student, Saint Elizabeth University

This study has been approved by the Saint Elizabeth University’s Institutional Review Board.

I am currently pursuing my doctoral degree in educational leadership at Saint Elizabeth

University, which is located in Morristown, New Jersey. Part of my degree requirements is
to complete an action research doctoral dissertation. The purpose of this study is to identify
and evaluate the perceptions and understanding of teachers regarding SEL (social-
emotional learning) by utilizing the five social and emotional learning core competencies
identified by CASEL: Self-awareness, Self-management, Social-awareness, Relationship
Skills, and Responsible decision making.
This is an invitation for you to participate in a one-on-one interview that will assist me in my
efforts to collect data in the completion of research for my doctoral dissertation. Please make
note that participation is voluntary and that you may decline or withdraw from the process at
any time without penalty.
The interview will take place in the Media Center at Roxbury High School. It will be
conducted and recorded by one of my doctoral cohort colleagues. The session will last no
longer than 45 minutes. The recording will be sent to a transcription service, and only I will
have access to this data. To ensure privacy, no names will be used, and participants will sign a
confidentiality agreement. The transcripts from the interview are non-evaluative.

Please email me if you are interested in being a participant in a one-on-one

interview.

Thank you,

Denise E. Glenn
Doctoral Student
Saint Elizabeth University

129
 APPENDIX I

STANDARD ADULT CONSENT FORM FOR INTERVIEW

TITLE OF RESEARCH: Social Emotional Learning: Teachers’ Perceptions and Understanding

Regarding the Five Social Emotional Learning Competencies

RESEARCHER: Denise E. Glenn, Doctoral Student, Saint Elizabeth University

This study has been approved by the Saint Elizabeth University’s Institutional Review

Board. Denise E. Glenn has:

A. Explained the purpose and procedures of the research.

The focus group will include open-ended questions about my perceptions and
understanding of social emotional learning (SEL) and will require no more
than 45 minutes of my time. The focus group will take place in the Media
Center at Roxbury High School and will be conducted by a CITI certified
individual who is not Denise E. Glenn. I will not be compensated in any way
for my participation in this study.

B. Clarified that my participation is voluntary and that I may withdraw my consent and
discontinue participation in the project at any time. My refusal to participate will
not result in any penalty or benefit. I may choose to avoid answering some questions.

C. Answered any questions that I have regarding the study.

By signing this agreement, I understand that the researcher does not expect any foreseeable risks
to me. There is no plan to reimburse me for any costs I might incur as a result of participating in
this study.

I hereby give my consent to be a participant in your research.

I also give my consent to be audio recorded. _______ (Participant Initials)

Print Name: ________________________________________________

Signature and Date: __________________________________________

130
 THIS PAGE MUST BE PROVIDED TO THE SUBJECT

Please keep this sheet in case you have any questions about this research project.

1. TITLE OF RESEARCH: Social Emotional Learning: Teachers’ Perceptions and

Understanding Regarding the Five Social Emotional Learning Competencies

2. For answers to any questions, you may have about this research, contact:
Researcher: Denise E. Glenn, Doctoral Student, Saint Elizabeth University,
[email protected]

3. For answers to any questions, you may have about your rights as a research
subject, contact:

Michele Yurecko, Ph.D.

Chair, Institutional Review Board
Saint Elizabeth University
2 Convent Road
Morristown, New Jersey 07960-6989
973-290-4036
[email protected]

131
 APPENDIX J

INTERVIEW SCRIPT AND QUESTIONS

Hello and welcome to this interview session.

I want to thank you for taking the time to meet with me about your perceptions and
understanding of social emotional learning (SEL). I am interested in hearing about your
perspective on this topic. Therefore, I am going to ask you questions about your understanding
and perceptions of social emotional learning (SEL) and the five core competencies.

I encourage you to feel free to share your point of view, even if it differs from what others
may share in this session. This is a judgement free zone. There are no wrong or right answers
and both positive and negative comments are welcome. Any comments you share will be
helpful to my research.

Because I encourage you to share your honest feedback on these issues, I ask that you keep
what is said in this room confidential from others in your school and the district. To preserve
confidentiality, during the course of the conversation you will only be referred to by your
participant letter.

Please be assured that our conversation is confidential, no names or any other

identifiable information will be included in the findings that will be presented.

I expect that the interview will take approximately 45 minutes. If there are no objections, I
will record this interview for accuracy. I will secure the recordings, and no one will have
access to them.

Do you have any questions? May we begin? (Pause for response)

132
 Interview Questions

Social and emotional learning is defined by CASEL as “The process of developing

competencies, including self-awareness, self-management, social awareness, relationship skills,
and responsible decision making. (www.casel.org)

1. Reflecting on this definition, how important is it for RHS (LHS) to promote the
competencies of SEL-self awareness, self-management, social awareness, relationship
skills, and responsible decision making?
2. Can you describe how you would define social-emotional learning?

3. Tell me about some social-emotional challenges you have encountered with students in
your classroom.
1. Can you share your thoughts on how you dealt with these challenges in your
classroom?
4. Based on your personal experiences, explain how social-emotional learning has impacted
academic instruction in your classroom.

5. Can you describe some social and emotional learning strategies you currently use in your
a. class, to assist students with their social and emotional challenges?
b. For example, have you used a strategy to practice mindfulness or a method students may
use to manage stress?
6. How do you approach your students when they are having difficulty regulating their
emotions?

a. How do you determine if it is appropriate for the specific social-emotional behavior of

your student?

7. Please share how you provide opportunities for your students to establish individual
a. academic goals.
b. Social goals? (ask this as a follow up)
c. Explain the steps you take/implement to help them achieve these goals.

8. Tell me more about how SEL can be used to improve relationships between teachers and
students.

9. Please share your thoughts on the kinds of professional development related to social-
emotional learning you have received?
a. Do you have any ideas on future training that you would like offered?

133
 APPENDIX K

CITI CERTIFICATION FOR RESEARCHER

134
 APPENDIX L

RELATIONSHIP BETWEEN RESEARCHER AND TRANSCRIBER

NON-DISCLOSURE AGREEMENTS

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other provision of this Agreement, which will remain in full force and effect. No amendment or alteration of the
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136
 APPENDIX M

APPROVAL LETTER FROM DISTRICT

137
 APPENDIX N

CITI CERTIFICATION OF DOCTORAL COLLEAGUE

138
 APPENDIX O

CITI CERTIFICATION OF DOCTORAL COLLEAGUE

139
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