Mixed-Method Research on Social Emotional Learning Curriculum Using the Ripple Effects Program in a High School

• In Event: Fairmont Roundtable Session Seven
  In Roundtable Session: Exploring Varied Approaches to Social and Emotional Learning in Grade School Classrooms (Table 11)

Abstract

School administration and educators harbor the responsibility of paving the way to meet students' ever-evolving needs. During the COVID-19 pandemic, school communities faced significant challenges to address the needs of the students, and that this unprecedented time will spark a call to revolutionize how we educate kids (Goleman, 2020). At the forefront of this shift in education, is the notion that students' success can no longer be solely measured by academic achievement alone (Dymnicki, 2012). After the pandemic, school communities are now actively implementing social-emotional learning (SEL) into their school culture and climate to help support children's development. This research investigates, the question, does a social-emotional learning curriculum using Ripple Effects work for minority and economically disadvantaged students?

Author

• Maria Francois, East Stroudsburg State University
  Presenting Author