Implementation of Social-Emotional Curriculum Terminology in Elementary Schools

Lack of social-emotional skills such as self-awareness and emotional regulation can have a detrimental impact on behaviors and academic success in elementary school. This study sought to understand and improve the implementation of social-emotional learning (SEL) terminology for students and teachers at a Massachusetts elementary school. Participants and data collected in Cycle 1 consisted of teacher perceptions around social-emotional learning curriculum and professional development opportunities. Action steps were designed, implemented, and evaluated in Cycle 2 to provide trials for four different SEL terminology programs to assess their effectiveness at meeting teacher and student needs. Program terminology was piloted in 12 different classrooms in a Grade 3-6 elementary school over the course of one month. Evaluating the results of the action research study included a thorough assessment of how well students adapted to using the terminology in all grades of the school and how well the terminology fit into the daily routines and curriculum of the school. Teacher and counselor participants and collaborators provided critical feedback that assisted in the evaluation process. Implications for organization included consistent modeling and practice of SEL terminology for the teachers, the students, and the school climate overall. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]