Social and Emotional Learning Matters! Interpreting High-Needs Elementary School Educators' Buy-In and Constraints With Human Developmental Theories

• In Event: Examination of Social Emotional Learning With Children

Abstract

Guided by the ecological systems theory and developmental cascades theory, the purpose of this study was to explore educators’ perspectives on Social and Emotional Learning (SEL) in a high-needs elementary school setting. Adopting a case study design, this study collected qualitative data utilizing individual and focus group interviews with the school educators, including school leaders, K-5 teachers, special education teachers, and social workers. Two themes were drawn from educators’ reported comments on SEL: Hang in There Buy-in and Educators’ Constraints. Findings suggested the immediate need to adopt programs or practices grounded in SEL for students at high-needs elementary schools. Recommendations to overcome the reported constraints and achieve greater effectiveness of SEL programs or practices were discussed in the paper.

Authors

• Yanhua Shen, University of Virginia's College at Wise

• Ben P. Dyson, University of North Carolina at Greensboro

• Donal Howley, University of North Carolina - Greensboro

• Seunghyun Baek, University of North Carolina - Greensboro