Developing a Social and Emotional Learning Curriculum: A Quantitative Inquiry From Secondary Students' Perspectives

• In Event: Purpose, Aspirations, and Well-Being: Holistic Adolescent Development

Abstract

This quantitative, nonexperimental study examined the differences in students’ social and emotional learning (SEL) competencies by grade level, gender, and race/ethnicity in two secondary schools. Based on Tyler’s (1949) Curriculum Development Model as the conceptual framework, which emphasized curriculum development should be responsive to the needs of students, the study obtained a sample of secondary students (N = 386) regarding their SEL competency levels measured by the Mindsets, Essential Skills, and Habits survey. The results of independent samples t tests revealed statistical differences in certain SEL competencies by grade level and gender, but were inconclusive by race/ethnicity due to low statistical power. The study concludes with implications of the findings for teachers to meet students’ SEL needs by demographic factors.

Authors

• Shauntte N. Butcher, Pasco County Schools
  Presenting Author

• Hongwei Yang, University of West Florida
  Presenting Author

• Rashmi Sharma, Western Illinois University
  Presenting Author