A Qualitative Examination of How Teachers Adapt Social and Emotional Learning Programs

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Supporting Teachers With Social and Emotional Learning (Table 41)

Abstract

Social and emotional learning (SEL) is now recognized as an integral focus of education. Although SEL has experienced rapid growth, research on SEL program implementation has lagged behind. In particular, adaptations to SEL programs are vastly understudied. Using qualitative data (i.e., teacher interviews, implementation diaries) from 17 teachers in two randomized controlled trials, this study examined how and why teachers adapted SEL lessons. Findings revealed that teachers made many adaptations to the lessons, including structural adaptations (adaptations to content, sequencing, and timing) and process adaptations (how lessons were delivered and experienced). Moreover, teachers adapted due to student, program, and contextual factors. Results help to elucidate how SEL programs are implemented “on the ground” and lay a foundation for future work.

Authors

• Joshua Lovett, University of Illinois Chicago

• Kimberly A. Schonert-Reichl, University of Illinois at Chicago

• Molly Stewart Lawlor, University of British Columbia

• Kate Zinsser, University of Illinois at Chicago