The Impact of Teacher Social and Emotional Learning (CARE) + Student Social and Emotional Learning (PATHS) on Students’ Success During COVID

Session Type: Symposium

Abstract

Social-emotional learning (SEL) is essential to persistence, motivation, and engagement in learning. Teachers’ own SEL skills are required to not only deliver the SEL curriculum but to model such skills and engage in classroom processes that support quality instruction, effective pedagogy, and SEL. The CATALYZE study aimed to assess the combined efficacy of two SEL programs, anticipating that supporting teachers’ SEL skills would improve the implementation quality and effectiveness of SEL programming, especially in low performing schools. In this session, we present three papers reporting on how the study was modified to adapt to restrictions imposed on schools due to the COVID-19 pandemic, the fidelity of implementation, and preliminary outcomes.

Sub Unit

• SIG-Social and Emotional Learning

Chair

• Patricia A. Jennings, University of Virginia

Papers

• Modifications of the CARE Intervention in Response to COVID-19 Restrictions - Patricia A. Jennings, University of Virginia

• Fidelity and Quality of Implementation of the Adapted Cultivating Awareness and Resilience in Education (CARE) Professional Development Program for Teachers - Tara Lynn Hofkens, University of Virginia

• The Effects of CARE on Teacher Well-Being, PATHS Implementation, and Classroom Interaction Quality - Peter Rehder, American Institutes for Research; Kimberly Trumbull Kendziora, American Institutes for Research; Li Yibing, American Institutes for Research

Discussant

• Catherine P. Bradshaw, University of Virginia