Understanding the Association Between Teacher Social Emotional Learning (SEL) Perceptions and Campus Exclusionary Disciplinary Rates

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Social and Emotional Learning and Issues of Equity (Table 40)

Abstract

This study was conducted in partnership between a research institution and a large, urban school district and examined associations between teacher social-emotional learning (SEL) perceptions and campus exclusionary discipline rates, specifically suspension rates.
This school district has made SEL a key strategy for improving school culture. As part of these efforts, the district has conducted teacher professional development around SEL skills. Results indicated that, among ninth grade and high school campuses, teachers’ increased perceptions of SEL skills, on average, were associated with lower campus suspension rates. Given less emphasis on SEL interventions in high schools, these findings suggest that support for SEL practices in high schools, particularly for teachers, could be beneficial.

Authors

• Lebena Varghese, Rice University

• Sara Jolly Jones, Houston Endowment

• Elizabeth B. Cashiola, Rice University

• Dawn Ayers Rodriguez, Aldine Independent School District