Social and emotional learning (SEL) is essential to all students' education across all grade levels. However, what does that look like at different developmental stages, and how can SEL best support learning and development for high school students with cognitive disabilities? Young people are becoming more aware of their identities and values in high school. They build upon many social and emotional competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) developed throughout elementary and middle school. However, students with cognitive disabilities are more challenged than their peers without disabilities to accomplish these competencies. This study aims to identify the change in thinking needed to promote SEL among high school students with cognitive disabilities. The context of this inquiry is one high school entirely comprised of students identified as deficient in social and emotional behaviors that impede attendance and learning. Providing empirical evidence on the program's impact on student's social and educational well-being will encourage other educators to consider implementing social and emotional learning in their programs.
","abstract_html":"<p>Social and emotional learning (SEL) is essential to all students' education across all grade levels. However, what does that look like at different developmental stages, and how can SEL best support learning and development for high school students with cognitive disabilities? Young people are becoming more aware of their identities and values in high school. They build upon many social and emotional competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) developed throughout elementary and middle school. However, students with cognitive disabilities are more challenged than their peers without disabilities to accomplish these competencies. This study aims to identify the change in thinking needed to promote SEL among high school students with cognitive disabilities. The context of this inquiry is one high school entirely comprised of students identified as deficient in social and emotional behaviors that impede attendance and learning. Providing empirical evidence on the program's impact on student's social and educational well-being will encourage other educators to consider implementing social and emotional learning in their programs.</p>","abstract_has_math":false,"creators":["Fox, LaWanda"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Sherell Wilson","Dr. Christine McMullen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-06-01T07:00:00Z","date_published":"2023-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["Social-Emotional learning","Special Education","Social setting","Classroom Management","Social Competence","Social Analysis","Soft Skills","Self-confidence","Curriculum and Instruction","Disability and Equity in Education","Disability Studies","Education","Educational Methods","Leadership Studies","Social and Behavioral Sciences","Social and Philosophical Foundations of Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/834","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Sherell Wilson","Dr. Christine McMullen"]},{"key":"dc:creator","label":"Author","values":["Fox, LaWanda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-06-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public 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","Special Education","Social setting","Classroom Management","Social Competence","Social Analysis","Soft Skills","Self-confidence","Curriculum and Instruction","Disability and Equity in Education","Disability Studies","Education","Educational Methods","Leadership Studies","Social and Behavioral Sciences","Social and Philosophical Foundations of Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/834"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Social and emotional learning (SEL) is essential to all students' education across all grade levels. However, what does that look like at different developmental stages, and how can SEL best support learning and development for high school students with cognitive disabilities? Young people are becoming more aware of their identities and values in high school. They build upon many social and emotional competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) developed throughout elementary and middle school. However, students with cognitive disabilities are more challenged than their peers without disabilities to accomplish these competencies. This study aims to identify the change in thinking needed to promote SEL among high school students with cognitive disabilities. The context of this inquiry is one high school entirely comprised of students identified as deficient in social and emotional behaviors that impede attendance and learning. Providing empirical evidence on the program's impact on student's social and educational well-being will encourage other educators to consider implementing social and emotional learning in their programs.
"]},{"key":"dc:title","label":"Title","values":["The Efficacy of Social and Emotional Learning for High School Students With Cognitive Disabilities, The Experiential Approach"]}]}],"canonical_facts":{"dc:contributor":["Dr. Sherell Wilson","Dr. Christine McMullen"],"dc:creator":["Fox, LaWanda"],"dc:date.available":["2026-06-18T07:00:00Z"],"dc:description.abstract":["Social and emotional learning (SEL) is essential to all students' education across all grade levels. However, what does that look like at different developmental stages, and how can SEL best support learning and development for high school students with cognitive disabilities? Young people are becoming more aware of their identities and values in high school. They build upon many social and emotional competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) developed throughout elementary and middle school. However, students with cognitive disabilities are more challenged than their peers without disabilities to accomplish these competencies. This study aims to identify the change in thinking needed to promote SEL among high school students with cognitive disabilities. The context of this inquiry is one high school entirely comprised of students identified as deficient in social and emotional behaviors that impede attendance and learning. Providing empirical evidence on the program's impact on student's social and educational well-being will encourage other educators to consider implementing social and emotional learning in their programs.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/834"],"dc:subject":["Social-Emotional learning","Special Education","Social setting","Classroom Management","Social Competence","Social Analysis","Soft Skills","Self-confidence","Curriculum and Instruction","Disability and Equity in Education","Disability Studies","Education","Educational Methods","Leadership Studies","Social and Behavioral Sciences","Social and Philosophical Foundations of Education","Special Education and Teaching"],"dc:title":["The Efficacy of Social and Emotional Learning for High School Students With Cognitive Disabilities, The Experiential Approach"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:20Z"}