Promoting the Social and Emotional Well-Being of Middle School Students in Visual Arts Classrooms

• In Event: Multidisciplinary Research Perspectives on Arts Education for Middle Level Learners

Abstract

Objectives & Framing
The objective of this study was to explore the integration of social and emotional learning (SEL) within middle school visual arts classrooms, focusing on facilitators and effective practices. Emerging literature emphasizes the potential of arts education to develop youth’s self-efficacy, mental health, and learning quality through SEL integration (Edgar & Elias, 2020). The study builds on Farrington et al.’s (2019) framework, which links the National Core Arts Standards (NCAS) with SEL competencies—self-management, interpersonal skills, and self-expression.

Methods and Data Sources
This qualitative study investigates SEL practices in two middle schools during the first trimester of the 2022–2023 school year. The study seeks to address the following research questions: 1) What were some facilitators to SEL implementation in the visual arts classrooms? 2) What were some of the main strategies that art teachers used to implement SEL in the first trimester of implementation? The data sources included semi-structured interviews with the two sixth grade art teachers and nine classroom observers who visited the classrooms twice per week for teacher consultation and support. All interviews were transcribed, and transcripts were uploaded to NVivo Version 14. Initially, open coding was employed to review and assign codes to relevant segments of the data (Saldaña, 2015). Next, axial coding was conducted to refine and consolidate these codes into broader categories. From these categories, emergent themes were identified that best fit the categories, and subsequent transcripts were examined to determine if the themes recurred consistently. This iterative approach allowed for a thorough exploration of the data, with codes and themes being continually refined, merged, omitted, or subsumed to ensure the best fit with the overall dataset.

Results
The findings indicate an inherent compatibility between SEL pedagogy and visual arts education. The collaborative environment and creative autonomy in art classrooms naturally foster SEL development. Students engage in communication, collaboration, independent decision-making, and self-expression through their artistic projects, aligning with SEL outcomes noted in previous research (Eddy et al., 2021; Eisner, 2002).
Teachers in the study employed several effective SEL strategies. These included intentional reflection assignments, guided problem-solving approaches, self-regulation techniques like goal-setting and time-management, and peer critiques. These methods encouraged students to reflect on their work, manage their tasks, and provide constructive feedback to peers, enhancing their social awareness, relationship skills, and responsible decision-making. These findings are consistent with Eisner’s (2002) observations on the role of art teachers in cultivating visual problem-solving and emotional expression and Hetland et al.’s (2015) “Studio Habits of Mind,” which align with SEL competencies.

Scholarly Significance
The study’s implications are significant for arts and middle-level education, highlighting the potential for visual arts classrooms to serve as effective environments for SEL development. However, the study also faced limitations, including a lack of standardized curricula for integrating SEL into the arts and the primarily conceptual nature of existing literature. Despite these challenges, the study provides valuable insights into practical SEL strategies that can inform future curriculum development and program implementation in middle school visual arts education.

Authors

• May Yuan, Montefiore Medical Center

• Maurice J. Elias, Rutgers University

• Carolina Eve Blatt-Gross, Rowan University