Teachers’ use and perceptions of SEL Kernels in afterschool settings

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 3
  In Roundtable Session: Factors Influencing Development of Social Emotional Learning in Youth

Abstract

High-quality, school-based social and emotional learning (SEL) programs are effective at improving children’s social and emotional skills, mental health, and academic outcomes (Cipriano et al, 2023). However, limited funding and intensified political polarization pose challenges to implementing SEL during the school day (Tanner, 2021; Blad, 2020). In consequence, afterschool programs are an increasingly important context for the development and teaching of social and emotional skills. This paper describes implementation of an SEL intervention in afterschool settings. We present findings about afterschool teachers’ use, uptake, and perceptions of a strategy-based approach called SEL Kernels. SEL Kernels are based on common strategies in evidence-based programs but designed to be more flexible, low-cost, and easy to use (Jones et al, 2017).

Authors

• Stephanie M. Jones, Harvard University

• Rebecca Bailey, Harvard University

• Hannah Broderick, Harvard University

• Janina Eberhart, Harvard University

• Sarah Farnsworth Hatch, Harvard University

• Lillian Massaro, Harvard University

• Bryan Nelson, Harvard University

• Laura Stickle, Harvard University

• Chelsea Rubin, Harvard University