This qualitative study examines the results of the CASEL School-based Staff Survey on SEL Implementation (2021) and interviews conducted at a small high school in Maine. Three teachers, three education technicians, and two support staff participated in this study. The purpose of this study was to explore public high school’s faculty and staff’s perceptions on social emotional learning (SEL) so there could be a better understanding of the challenges, resources, and supports that are needed for long-term integration. Three themes emerged from the data: building relationships with Students, SEL and future preparedness, and district-wide goals and capacity building. The first theme included the subtheme of integrated role modeling. The third theme included the subthemes: (a) Providing a curriculum, a common language, and congruency (b) staff engagement, and (c) professional development, (d) tangible resources, ongoing support, and built in time. Based on these findings three recommendations were made. First, district leaders need to decide what the SEL goals and expectations for the district should be and how it should be implemented at all levels for congruency and for staff engagement. Second, they need to provide more opportunities for SEL supports, resources, and training. Third, SEL skill development needs to be seen as a priority and be included in the current high school schedule. Recommendation for future studies include researching high schools from other districts to enhance transferability of the data collected and to provide more in depth findings. There is also a need to understand SEL from the perspective of high school students.
","abstract_html":"<p>This qualitative study examines the results of the CASEL School-based Staff Survey on SEL Implementation (2021) and interviews conducted at a small high school in Maine. Three teachers, three education technicians, and two support staff participated in this study. The purpose of this study was to explore public high school’s faculty and staff’s perceptions on social emotional learning (SEL) so there could be a better understanding of the challenges, resources, and supports that are needed for long-term integration. Three themes emerged from the data: building relationships with Students, SEL and future preparedness, and district-wide goals and capacity building. The first theme included the subtheme of integrated role modeling. The third theme included the subthemes: (a) Providing a curriculum, a common language, and congruency (b) staff engagement, and (c) professional development, (d) tangible resources, ongoing support, and built in time. Based on these findings three recommendations were made. First, district leaders need to decide what the SEL goals and expectations for the district should be and how it should be implemented at all levels for congruency and for staff engagement. Second, they need to provide more opportunities for SEL supports, resources, and training. Third, SEL skill development needs to be seen as a priority and be included in the current high school schedule. Recommendation for future studies include researching high schools from other districts to enhance transferability of the data collected and to provide more in depth findings. There is also a need to understand SEL from the perspective of high school students.</p>","abstract_has_math":false,"creators":["Jordan, Shari L"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dr. Aubrey Rabas","Dr. Jennifer Scott","Dr. Sherry Brown"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-02-27T08:00:00Z","date_published":"2023-02-27T08:00:00Z","updated_at":"2026-07-24T05:21:34Z","subjects":["emotional intelligence (EI); social emotional learning (SEL)","whole-child","Education","Educational Leadership","Educational Methods","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/edu_diss/2","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Aubrey Rabas","Dr. Jennifer Scott","Dr. Sherry Brown"]},{"key":"dc:creator","label":"Author","values":["Jordan, Shari L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-02-26T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["emotional intelligence (EI); social emotional learning (SEL)","whole-child","Education","Educational Leadership","Educational Methods","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/edu_diss/2"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study examines the results of the CASEL School-based Staff Survey on SEL Implementation (2021) and interviews conducted at a small high school in Maine. Three teachers, three education technicians, and two support staff participated in this study. The purpose of this study was to explore public high school’s faculty and staff’s perceptions on social emotional learning (SEL) so there could be a better understanding of the challenges, resources, and supports that are needed for long-term integration. Three themes emerged from the data: building relationships with Students, SEL and future preparedness, and district-wide goals and capacity building. The first theme included the subtheme of integrated role modeling. The third theme included the subthemes: (a) Providing a curriculum, a common language, and congruency (b) staff engagement, and (c) professional development, (d) tangible resources, ongoing support, and built in time. Based on these findings three recommendations were made. First, district leaders need to decide what the SEL goals and expectations for the district should be and how it should be implemented at all levels for congruency and for staff engagement. Second, they need to provide more opportunities for SEL supports, resources, and training. Third, SEL skill development needs to be seen as a priority and be included in the current high school schedule. Recommendation for future studies include researching high schools from other districts to enhance transferability of the data collected and to provide more in depth findings. There is also a need to understand SEL from the perspective of high school students.
"]},{"key":"dc:title","label":"Title","values":["Faculty And Staff Perceptions Of Social Emotional Learning At The High School Level: A Qualitative Case Study"]}]}],"canonical_facts":{"dc:contributor":["Dr. Aubrey Rabas","Dr. Jennifer Scott","Dr. Sherry Brown"],"dc:creator":["Jordan, Shari L"],"dc:date.available":["2023-02-26T08:00:00Z"],"dc:description.abstract":["This qualitative study examines the results of the CASEL School-based Staff Survey on SEL Implementation (2021) and interviews conducted at a small high school in Maine. Three teachers, three education technicians, and two support staff participated in this study. The purpose of this study was to explore public high school’s faculty and staff’s perceptions on social emotional learning (SEL) so there could be a better understanding of the challenges, resources, and supports that are needed for long-term integration. Three themes emerged from the data: building relationships with Students, SEL and future preparedness, and district-wide goals and capacity building. The first theme included the subtheme of integrated role modeling. The third theme included the subthemes: (a) Providing a curriculum, a common language, and congruency (b) staff engagement, and (c) professional development, (d) tangible resources, ongoing support, and built in time. Based on these findings three recommendations were made. First, district leaders need to decide what the SEL goals and expectations for the district should be and how it should be implemented at all levels for congruency and for staff engagement. Second, they need to provide more opportunities for SEL supports, resources, and training. Third, SEL skill development needs to be seen as a priority and be included in the current high school schedule. Recommendation for future studies include researching high schools from other districts to enhance transferability of the data collected and to provide more in depth findings. There is also a need to understand SEL from the perspective of high school students.
"],"dc:identifier":["https://dune.une.edu/edu_diss/2"],"dc:subject":["emotional intelligence (EI); social emotional learning (SEL)","whole-child","Education","Educational Leadership","Educational Methods","Secondary Education and Teaching"],"dc:title":["Faculty And Staff Perceptions Of Social Emotional Learning At The High School Level: A Qualitative Case Study"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:34Z"}