This mixed-methods study explored the impact of a daily thirty-minute before-school play program on sixth-grade students' social and emotional well-being, using the five CASEL core competencies and S.A.F.E. (Sequenced, Active, Focused, Explicit) framework as guiding principles. The study addressed the central research question: How does unstructured play before school influence students’ social-emotional learning (SEL) skills and well-being? Data was collected through student surveys, interviews with teachers, and observations to explore how play fosters SEL skill development. Play was found to offer an authentic environment for sixth grade students to actively practice SEL skills, fostering benefits in self-esteem, social connectedness, emotional regulation, and academic engagement. Teachers (3) and students (30) reported stronger relationships and motivation, though challenges with safety and logistics were noted. Recommendations include addressing barriers limiting equitable play access and offering structures to support similar middle school programs. The findings highlight the value of integrating unstructured play into school routines to improve student well-being and authentic application of SEL skills.
","abstract_html":"<p>This mixed-methods study explored the impact of a daily thirty-minute before-school play program on sixth-grade students' social and emotional well-being, using the five CASEL core competencies and S.A.F.E. (Sequenced, Active, Focused, Explicit) framework as guiding principles. The study addressed the central research question: How does unstructured play before school influence students’ social-emotional learning (SEL) skills and well-being? Data was collected through student surveys, interviews with teachers, and observations to explore how play fosters SEL skill development. Play was found to offer an authentic environment for sixth grade students to actively practice SEL skills, fostering benefits in self-esteem, social connectedness, emotional regulation, and academic engagement. Teachers (3) and students (30) reported stronger relationships and motivation, though challenges with safety and logistics were noted. Recommendations include addressing barriers limiting equitable play access and offering structures to support similar middle school programs. The findings highlight the value of integrating unstructured play into school routines to improve student well-being and authentic application of SEL skills. </p>","abstract_has_math":false,"creators":["Dardovski, Luleta"],"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.Geri Chesner","Dr. Stuart Carrier","Dr. Virgina Zeitlan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-01T08:00:00Z","date_published":"2024-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["Play","Social Emotional Learning","Protective","Recess","Unstructured","School","SEL","Curriculum and Social Inquiry","Educational Leadership","Elementary Education","Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/869","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr.Geri Chesner","Dr. Stuart Carrier","Dr. Virgina Zeitlan"]},{"key":"dc:creator","label":"Author","values":["Dardovski, Luleta"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-02-04T08:00:00Z"]},{"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":["Play","Social Emotional Learning","Protective","Recess","Unstructured","School","SEL","Curriculum and Social Inquiry","Educational Leadership","Elementary Education","Other Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/869"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed-methods study explored the impact of a daily thirty-minute before-school play program on sixth-grade students' social and emotional well-being, using the five CASEL core competencies and S.A.F.E. (Sequenced, Active, Focused, Explicit) framework as guiding principles. The study addressed the central research question: How does unstructured play before school influence students’ social-emotional learning (SEL) skills and well-being? Data was collected through student surveys, interviews with teachers, and observations to explore how play fosters SEL skill development. Play was found to offer an authentic environment for sixth grade students to actively practice SEL skills, fostering benefits in self-esteem, social connectedness, emotional regulation, and academic engagement. Teachers (3) and students (30) reported stronger relationships and motivation, though challenges with safety and logistics were noted. Recommendations include addressing barriers limiting equitable play access and offering structures to support similar middle school programs. The findings highlight the value of integrating unstructured play into school routines to improve student well-being and authentic application of SEL skills.
"]},{"key":"dc:title","label":"Title","values":["PROTECTIVE PLAY: THE IMPACT OF A BEFORE-SCHOOL PLAY PROGRAM ON SIXTH-GRADE STUDENTS’ SOCIAL-EMOTIONAL WELL-BEING"]}]}],"canonical_facts":{"dc:contributor":["Dr.Geri Chesner","Dr. Stuart Carrier","Dr. Virgina Zeitlan"],"dc:creator":["Dardovski, Luleta"],"dc:date.available":["2025-02-04T08:00:00Z"],"dc:description.abstract":["This mixed-methods study explored the impact of a daily thirty-minute before-school play program on sixth-grade students' social and emotional well-being, using the five CASEL core competencies and S.A.F.E. (Sequenced, Active, Focused, Explicit) framework as guiding principles. The study addressed the central research question: How does unstructured play before school influence students’ social-emotional learning (SEL) skills and well-being? Data was collected through student surveys, interviews with teachers, and observations to explore how play fosters SEL skill development. Play was found to offer an authentic environment for sixth grade students to actively practice SEL skills, fostering benefits in self-esteem, social connectedness, emotional regulation, and academic engagement. Teachers (3) and students (30) reported stronger relationships and motivation, though challenges with safety and logistics were noted. Recommendations include addressing barriers limiting equitable play access and offering structures to support similar middle school programs. The findings highlight the value of integrating unstructured play into school routines to improve student well-being and authentic application of SEL skills.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/869"],"dc:subject":["Play","Social Emotional Learning","Protective","Recess","Unstructured","School","SEL","Curriculum and Social Inquiry","Educational Leadership","Elementary Education","Other Education"],"dc:title":["PROTECTIVE PLAY: THE IMPACT OF A BEFORE-SCHOOL PLAY PROGRAM ON SIXTH-GRADE STUDENTS’ SOCIAL-EMOTIONAL WELL-BEING"],"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"}