This mixed-methods study examined the impact of the Second Step social-emotional learning (SEL) program on student achievement and outcomes in Forest Elementary School District (FESD). Guided by Patton’s utilization-focused evaluation framework, the research addressed five questions: (1) How has Second Step implementation during SY23–24 and SY24–25 impacted behavioral referrals in K–5 students? (2) How has it influenced NWEA, ELA, and Math grades in SY23–24 and SY24–25? (3) To what extent do teachers and leaders feel prepared to implement SEL and the Second Step program? (4) How effective is the training and support provided by school leaders? and (5) What additional professional development is needed? Participants included K–5 students, teachers, and administrators. Data sources included quantitative measures (NWEA scores, grades, referral data) and qualitative feedback (surveys, open responses). Results indicated reductions in behavioral incidents, improved academic performance, and increased SEL awareness, though gaps remain in training and cultural responsiveness. The study is significant in demonstrating how equity-focused SEL practices and sustained professional development can help educators—especially school leaders—create inclusive learning environments that advance academic success while fostering resilience and emotional intelligence in students.
","abstract_html":"<p>This mixed-methods study examined the impact of the Second Step social-emotional learning (SEL) program on student achievement and outcomes in Forest Elementary School District (FESD). Guided by Patton’s utilization-focused evaluation framework, the research addressed five questions: (1) How has Second Step implementation during SY23–24 and SY24–25 impacted behavioral referrals in K–5 students? (2) How has it influenced NWEA, ELA, and Math grades in SY23–24 and SY24–25? (3) To what extent do teachers and leaders feel prepared to implement SEL and the Second Step program? (4) How effective is the training and support provided by school leaders? and (5) What additional professional development is needed? Participants included K–5 students, teachers, and administrators. Data sources included quantitative measures (NWEA scores, grades, referral data) and qualitative feedback (surveys, open responses). Results indicated reductions in behavioral incidents, improved academic performance, and increased SEL awareness, though gaps remain in training and cultural responsiveness. The study is significant in demonstrating how equity-focused SEL practices and sustained professional development can help educators—especially school leaders—create inclusive learning environments that advance academic success while fostering resilience and emotional intelligence in students.</p>","abstract_has_math":false,"creators":["Fields, Tanya L."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dr. Christine Nelson","Dr. Beth Sagett-Flores","Dr. James Fitzpatrick"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-04-01T07:00:00Z","date_published":"2026-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Academic Achievement","Social Emotional Learning","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/958","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Christine Nelson","Dr. Beth Sagett-Flores","Dr. James Fitzpatrick"]},{"key":"dc:creator","label":"Author","values":["Fields, Tanya L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-02-28T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"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":["Academic Achievement","Social Emotional Learning","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/958"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed-methods study examined the impact of the Second Step social-emotional learning (SEL) program on student achievement and outcomes in Forest Elementary School District (FESD). Guided by Patton’s utilization-focused evaluation framework, the research addressed five questions: (1) How has Second Step implementation during SY23–24 and SY24–25 impacted behavioral referrals in K–5 students? (2) How has it influenced NWEA, ELA, and Math grades in SY23–24 and SY24–25? (3) To what extent do teachers and leaders feel prepared to implement SEL and the Second Step program? (4) How effective is the training and support provided by school leaders? and (5) What additional professional development is needed? Participants included K–5 students, teachers, and administrators. Data sources included quantitative measures (NWEA scores, grades, referral data) and qualitative feedback (surveys, open responses). Results indicated reductions in behavioral incidents, improved academic performance, and increased SEL awareness, though gaps remain in training and cultural responsiveness. The study is significant in demonstrating how equity-focused SEL practices and sustained professional development can help educators—especially school leaders—create inclusive learning environments that advance academic success while fostering resilience and emotional intelligence in students.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Social-Emotional Learning on Student Academic Achievement and Outcomes"]}]}],"canonical_facts":{"dc:contributor":["Dr. Christine Nelson","Dr. Beth Sagett-Flores","Dr. James Fitzpatrick"],"dc:creator":["Fields, Tanya L."],"dc:date.available":["2026-02-28T08:00:00Z"],"dc:description.abstract":["This mixed-methods study examined the impact of the Second Step social-emotional learning (SEL) program on student achievement and outcomes in Forest Elementary School District (FESD). Guided by Patton’s utilization-focused evaluation framework, the research addressed five questions: (1) How has Second Step implementation during SY23–24 and SY24–25 impacted behavioral referrals in K–5 students? (2) How has it influenced NWEA, ELA, and Math grades in SY23–24 and SY24–25? (3) To what extent do teachers and leaders feel prepared to implement SEL and the Second Step program? (4) How effective is the training and support provided by school leaders? and (5) What additional professional development is needed? Participants included K–5 students, teachers, and administrators. Data sources included quantitative measures (NWEA scores, grades, referral data) and qualitative feedback (surveys, open responses). Results indicated reductions in behavioral incidents, improved academic performance, and increased SEL awareness, though gaps remain in training and cultural responsiveness. The study is significant in demonstrating how equity-focused SEL practices and sustained professional development can help educators—especially school leaders—create inclusive learning environments that advance academic success while fostering resilience and emotional intelligence in students.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/958"],"dc:subject":["Academic Achievement","Social Emotional Learning","Elementary Education"],"dc:title":["The Impact of Social-Emotional Learning on Student Academic Achievement and Outcomes"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}