Integrating Social-Emotional Learning and Literacy: Findings From Two Years of Implementing SELF (Social-Emotional Learning Foundations) Lessons in Kindergarten

• In Event: Roundtable Session 88
  In Roundtable Session: Evaluating Social and Emotional Learning Programs 2: Program Outcomes for Students and Teachers

Abstract

Children’s social-emotional growth and academic learning are inextricably connected, but despite this assertion, school professionals often focus on academic skills to the relative neglect of social/behavioral development, particularly in the context of No Child Left Behind and the pressure to prepare children for high stakes academic assessments. To address this issue, we developed and piloted Social-Emotional Learning Foundations (SELF), a small-group curriculum that merges social-emotional learning and literacy instruction to promote emotional and behavioral self-regulation for Kindergarten children. Findings from two consecutive years of pilot implementation across eight classrooms indicate that SELF lessons improved aspects of teacher reported executive function, externalizing behavior, and social skills. The implications of specific findings are discussed, along with suggestions for further research.

Authors

• Ann P. Daunic, University of Florida

• Nancy Corbett, University of Florida

• Stephen W. Smith, University of Florida

• Tia Navelene Barnes, University of Florida

• Donna L. Pitts, University of Florida

• Pam Chalfant, University of Central Florida

• Lourdes Santiago-Proventud, University of Florida