In kindergarten, students begin formalized school without the fundamental social and emotional competencies needed to learn in a group. Young children are not self-managing and have difficulty regulating how they learn in school. Social and emotional learning programs support student SEL skills in schools. In this study, Sky Harbor’s implementation of the Second Step Program was evaluated. An analysis of Unit 3: Emotional Management was conducted to determine if students are using Second Step skills and the impact. Data collection included academic achievement scores, Second Step formative assessment scores, and School-Wide Information Systems (SWIS) data. This study has demonstrated SEL has a positive impact onstudent achievement. Social and emotional competencies and skills are as essential as reading, writing, and math, if not more. Educators must be immersed in professional development activities that include understanding their SEL competencies, recognizing benchmarks for skills, and designing targeted instruction for students’ needs.
","abstract_html":"<p>In kindergarten, students begin formalized school without the fundamental social and emotional competencies needed to learn in a group. Young children are not self-managing and have difficulty regulating how they learn in school. Social and emotional learning programs support student SEL skills in schools. In this study, Sky Harbor’s implementation of the Second Step Program was evaluated. An analysis of Unit 3: Emotional Management was conducted to determine if students are using Second Step skills and the impact. Data collection included academic achievement scores, Second Step formative assessment scores, and School-Wide Information Systems (SWIS) data. This study has demonstrated SEL has a positive impact onstudent achievement. Social and emotional competencies and skills are as essential as reading, writing, and math, if not more. Educators must be immersed in professional development activities that include understanding their SEL competencies, recognizing benchmarks for skills, and designing targeted instruction for students’ needs.</p>","abstract_has_math":false,"creators":["Deely, Maureen"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Elizabeth Minor, Ph.D","Harrington Gibson, Ed. D","Renee Gugel, Ed. D"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-01T07:00:00Z","date_published":"2022-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["social emotional learning","Second Step","PBIS","coping skills","Pandemic","Education","Educational Leadership","Elementary Education","Elementary Education and Teaching","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/671","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Elizabeth Minor, Ph.D","Harrington Gibson, Ed. D","Renee Gugel, Ed. D"]},{"key":"dc:creator","label":"Author","values":["Deely, Maureen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social emotional learning","Second Step","PBIS","coping skills","Pandemic","Education","Educational Leadership","Elementary Education","Elementary Education and Teaching","Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/671"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In kindergarten, students begin formalized school without the fundamental social and emotional competencies needed to learn in a group. Young children are not self-managing and have difficulty regulating how they learn in school. Social and emotional learning programs support student SEL skills in schools. In this study, Sky Harbor’s implementation of the Second Step Program was evaluated. An analysis of Unit 3: Emotional Management was conducted to determine if students are using Second Step skills and the impact. Data collection included academic achievement scores, Second Step formative assessment scores, and School-Wide Information Systems (SWIS) data. This study has demonstrated SEL has a positive impact onstudent achievement. Social and emotional competencies and skills are as essential as reading, writing, and math, if not more. Educators must be immersed in professional development activities that include understanding their SEL competencies, recognizing benchmarks for skills, and designing targeted instruction for students’ needs.
"]},{"key":"dc:title","label":"Title","values":["Beyond Reading, Writing and Math- At the Forefront Social and Emotional Learning"]}]}],"canonical_facts":{"dc:contributor":["Elizabeth Minor, Ph.D","Harrington Gibson, Ed. D","Renee Gugel, Ed. D"],"dc:creator":["Deely, Maureen"],"dc:date.available":["2025-06-09T07:00:00Z"],"dc:description.abstract":["In kindergarten, students begin formalized school without the fundamental social and emotional competencies needed to learn in a group. Young children are not self-managing and have difficulty regulating how they learn in school. Social and emotional learning programs support student SEL skills in schools. In this study, Sky Harbor’s implementation of the Second Step Program was evaluated. An analysis of Unit 3: Emotional Management was conducted to determine if students are using Second Step skills and the impact. Data collection included academic achievement scores, Second Step formative assessment scores, and School-Wide Information Systems (SWIS) data. This study has demonstrated SEL has a positive impact onstudent achievement. Social and emotional competencies and skills are as essential as reading, writing, and math, if not more. Educators must be immersed in professional development activities that include understanding their SEL competencies, recognizing benchmarks for skills, and designing targeted instruction for students’ needs.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/671"],"dc:subject":["social emotional learning","Second Step","PBIS","coping skills","Pandemic","Education","Educational Leadership","Elementary Education","Elementary Education and Teaching","Social and Behavioral Sciences"],"dc:title":["Beyond Reading, Writing and Math- At the Forefront Social and Emotional Learning"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}