Developing High School Student Social and Emotional Learning Through a Peer-Facilitated, Social Media–Based Support Group

• In Event: Marriott Roundtable Session 24
  In Roundtable Session: Online Communities, Connections, and Support

Abstract

This case study analyzes the experiences of an anonymous teenage-facilitator of a peer support system that fosters Social and Emotional Learning (SEL) for high school students via FacebookTM. Data include four one-on-one interviews with the creator of the support system discussing her facilitation, anonymous notes to students, and interactions on the group’s FacebookTM page. These data are submitted to Constant Comparative Analysis (Glaser & Strauss, 1967), and viewed through the theoretical lens of CASEL’s SEL Core Competencies (Figure 1). Results are organized around CASEL’s competencies and discuss the perceived benefits of this voluntary, peer facilitated and governed, social media support system for developing high school students’ SEL skills. Implications for educational policies and practices are also discussed.

Authors

• Heidi J. Stevenson, University of the Pacific

• Carrie Davenport-Kellogg, University of the Pacific