Teacher Changes to a Universal Social-Emotional Learning Program Under Routine Conditions and Across Schools

• In Event: Development and Learning

Abstract

An increasing number of schools are adopting social-emotional learning (SEL) programs to support students’ prosocial development and academic success. However, the success of these programs varies across school contexts under routine conditions. Across 13 elementary schools, we examined 41 primary teachers’ use of a popular universal SEL program, with attention to the prevalence and nature of teachers’ changes to standard program practices. Results from 221 lesson observations revealed a high level of program changes. Some teachers changed the program in ways that removed critical features, while others made changes that better honored students’ outside of school experiences, supported moment-to-moment decision making, and centered on students’ interests.

Authors

• Sabina R. Neugebauer, Temple University
  Presenting Author

• Lia E. Sandilos, Lehigh University
  Presenting Author

• James C. Diperna, Pennsylvania State University
  Non-Presenting Author

• Susan Crandall Hart
  Non-Presenting Author

• Emmaline Ellis, West Chester University of Pennsylvania
  Non-Presenting Author