Challenges and Opportunities in Arizona Schools: Educator Needs Related to Supporting Relationships and Well-being

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 3
  In Roundtable Session: Schools as Contexts for Social Emotional Learning

Abstract

Seven semi-structured interviews were conducted with district- and school-level administrators serving PreK-6th grade children in Arizona to explore the challenges they face in (1) supporting positive relationships and well-being and (2) implementing social-emotional learning (SEL). Data were analyzed by two researchers using thematic analysis. Findings indicate that two main barriers are rising socioemotional and mental health challenges among students and teachers and the politicization of education particularly SEL. Administrators valued evidence-based SEL curricula, reporting implementation of a range of programs as well as the process of selection, evaluation, and sustainment of SEL programs. However, SEL implementation is difficult due to the anti-SEL environment, district alignment, and resource availability. Suggestions are provided to ease educators’ strain and improve their support.

Authors

• Ashley R. McDonald, Arizona State University

• Kimberly R. M. Osborne, Arizona State University

• Anqi Peng, Arizona State University

• Nan Xiao, University of California, Irvine

• Brooke Lorraine Johnson, Arizona State University