Educators’ Perspectives on the Practices and Implementation of Social Emotional Learning Programs

<p>This interview-based qualitative study sought educators’ perceptions of best practices for and implementation of mindfulness and social and emotional learning (SEL) programs in the classroom in order to discern how SEL programs foster student socioemotional wellbeing (e.g., self-awareness, self-management, social awareness, relationship skills, responsible decision making). To do so, I conducted semi-structured interviews via videoconference with nine educators from public, private, and charter schools in the United States and Canada. Discussions include questions about personal experiences and implementation of SEL interventions. The recorded interviews were transcribed and coded to locate emergent themes. The present research revealed several training and implementation approaches that helped them with student discipline, academic achievement, and overall socio-emotional wellbeing. Furthermore, findings elucidated ways SEL changed educator approaches to classroom management using, tools, structures, and guidance for implementation; and illuminated practices and procedures for use in other school districts.</p>

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation in Practice

Year

2022

Author dc:creator

• Parra Ballon, Monica

Contributors dc:contributor

• Erin Anderson
• Susan Korach
• Daniel Jorgensen

• CASEL
• Implementation
• Mindfulness
• School engagement
• SEL
• Social emotional learning
• Education
• Educational Methods

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/2151

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-3144