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Teacher as nurturer: perceptions of elementary teachers integrating social and emotional learning practices

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Teacher as nurturer: perceptions of elementary teachers integrating social and emotional learning practices

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Teacher as Nurturer: Perceptions of Elementary Teachers Integrating Social and
Emotional Learning Practices
by
Brittany Souza

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May, 2023

© Copyright by Brittany Souza 2023
All Rights Reserved

The Committee for Brittany Souza certifies the approval of this Dissertation

Courtney Malloy
Monique Datta
Kathy Stowe, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
According to recent studies on social and emotional learning, schools implementing SEL
into their curriculum are more prone to positive outcomes, including greater classroom
management strategies, more robust SEL competencies, and increased academic achievements
(Durlak et al., 2011; Jones, 2015). These outcomes remain consistent when schools prioritize
SEL school-wide and create an effective communication line between administrators, teachers,
and families. Teachers are the driving force for classrooms change, and their perceptions matter
in understanding how SEL supports the whole child during their critical years of development
(Taylor et al., 2017).
The present study explores elementary school teacher perceptions, beliefs, and needs in
implementing social and emotional learning practices in their classrooms. The study sought to
increase understanding of how current elementary school teachers can integrate social and
emotional practices to prepare students for academic and emotional success. The present study
used a qualitative case study methodology to gather data from semi-structured interviews with 10
teachers at an elementary school who found SEL to be a promising practice. Findings suggest
that integrating SEL in all areas of school curriculum allows students to develop emotional
maturity and build and sustain trusting relationships with peers.

v
Dedication
To my son and daughter, Graysen and Addison. I hope you achieve all your dreams with
zeal and determination. Dream Big! Everything is Possible!

vi
Acknowledgments
First, I thank my Lord and Savior, Jesus Christ, for making all things possible. You have
allowed me to overcome all obstacles and hold onto my dreams and passions. I am utterly
grateful to you for blessing me with this amazing triumph!
Thank you to Dr. Kathy Stowe for your continued support, advice, and patience
throughout this dissertation process. You pushed me to believe in myself when I thought it was
impossible. I cannot thank you enough for that! Thank you to my committee members, Dr.
Malloy and Dr. Datta, for giving me great feedback and advice to improve the overall quality of
my work. I am forever grateful!
Mom and Dad, Patrick and Julia, thank you for everything. Your dedication and love put
me on this path to greatness. I am so grateful that you have given me everything I could ever
need or want. You have passed down to me the most important values in life, especially
perseverance and honesty. Your sacrifice, dedication, and support have meant everything to me.
The success of my graduation is all yours today!
To my fiancé, Joshua: you are where I found peace of mind, zest, and inspiration for life.
Thank you for always being there to drive and support me! You are my true friend, philosopher,
guide, mentor, and the whole world. Thank you for loving me. You're the best!
To my children, Addison and Graysen, you are God's gift. I am so proud to be your
mother. May you overcome all challenges that come your way, and may the Lord fill your world
with joy and success!
Thank you to my truly remarkable siblings for your years of support and love! I can
honestly say that I would not have gotten where I am today without you all. You encouraged me
to achieve greater things and always reminded me to stay humble and kind.

vii
To my amazing in-laws, I want to express my gratitude for your unwavering support all
these years throughout high school and beyond! You never get tired of being there to cheer me
on throughout my accomplishments. I am truly blessed to have all of you in my life.
To my job and my greatest mentors at Saint Louis School; thank you for allowing me the
flexibility to further my educational goals and helping me along my journey! I could not have
accomplished this without all of your support!
Finally, thank you to my family and friends for treasured memories and loving support
throughout my education and graduation. Your support and generosity will always be
remembered as I explore new goals and work towards new achievements.

viii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables ................................................................................................................................. xi
List of Figures ............................................................................................................................... xii
Chapter One: Overview of the Study .............................................................................................. 1
Background of the Problem ................................................................................................ 2
Statement of the Problem .................................................................................................... 4
Purpose of the Study ........................................................................................................... 6
Significance of the Study .................................................................................................... 6
Overview of Theoretical Framework & Methodology ....................................................... 7
Definition of Terms............................................................................................................. 8
Organization of the Study ................................................................................................... 8
Chapter Two: Review of the Literature ........................................................................................ 10
The Historical Development of Social and Emotional Learning ...................................... 10
The Greek Republic .......................................................................................................... 11
Educational Reforms and the Rationale for SEL Practices .............................................. 11
Common Schools Movement ............................................................................................ 12
National Commission on Excellence in Education (NCEE)............................................. 13
No Child Left Behind (NCLB) ......................................................................................... 14
A New Vision for Developing the Whole Child ............................................................... 15
The Collaborative Effort of SEL....................................................................................... 16
Principal Leadership ......................................................................................................... 18
School-Family Partnerships .............................................................................................. 19

ix
Student-Teacher Relationships ......................................................................................... 21
Integrating Schoolwide Social and Emotional Learning .................................................. 23
CASEL’s Core Competencies ........................................................................................... 24
Supporting the Whole Child ............................................................................................. 26
High-quality Professional Development ........................................................................... 28
Critical Factors in SEL Implementation ........................................................................... 29
Conceptual Framework ..................................................................................................... 35
Summary ........................................................................................................................... 38
Chapter Three: Methodology ........................................................................................................ 39
Research Questions ........................................................................................................... 39
Overview of Design .......................................................................................................... 39
Research Setting................................................................................................................ 41
The Researcher.................................................................................................................. 41
Data Sources ..................................................................................................................... 42
Data Collection Procedures ............................................................................................... 44
Data Analysis .................................................................................................................... 45
Credibility and Trustworthiness ........................................................................................ 46
Ethics................................................................................................................................. 46
Summary ........................................................................................................................... 47
Chapter Four: Findings ................................................................................................................. 48
Participants ........................................................................................................................ 48
Research Question 1: SEL Classroom Strategies ............................................................. 52
Discussion of Research Question One .............................................................................. 72
Research Question Two: Needs for Integrating SEL ........................................................ 73
Discussion of Research Question Two ............................................................................. 82

x
Summary ........................................................................................................................... 83
Chapter Five: Discussion and Recommendations .......................................................................... 84
Discussion of Findings ...................................................................................................... 84
Recommendations for Practice ......................................................................................... 88
Limitations and Delimitations ........................................................................................... 93
Recommendations for Future Research ............................................................................ 94
Conclusion ........................................................................................................................ 95
References ..................................................................................................................................... 97
Appendix A: Interview Protocol ................................................................................................. 121

xi
List of Tables
Table 1: Research Questions as Instrumentation 40
Table 2: Participant Demographics 49

xii
List of Figures
Figure 1: SEL Core Competencies 25
Figure 2: Conceptual Framework 36

1

Chapter One: Overview of the Study
Social and emotional learning practices have grown in popularity following the COVID-
19 pandemic. Schools have prioritized developing the whole child, academically and
emotionally, and have relied heavily on teachers to integrate SEL practices in critical years of
development (Taylor et al., 2017). In recent years, education reform efforts altered the state of
teaching and learning in the United States (Whitney & Candelaria, 2017). Before this effort,
teachers and schools were pressured to meet academic standards and took full responsibility for
inadequate grade-level results. The narrative of schooling did not allow the opportunity for
public schools to assert flexibility, with state and district protocols laser focused on academic
standards. Instead, narratives focused on evaluating achievement through mastery of intellectual
skills and controlling how educators and schools operate (Costigan, 2018).
In a 2018 study, Magelinskaitė-Legkauskienė et al. determined that students in 1st
through 3rd grades needed much more than academic skills to excel. The researchers concluded
the importance of supporting all children in their adjustment to a school environment and
confirmed that the elementary school years mark a significant time of change in a child’s life.
The adjustment in elementary school has lasting effects on children’s wellbeing and academic
success and, in turn, can encourage or discourage social and learning opportunities (Howard,
2022).
To address the disparities and challenges of educational reforms and transition the
narrative of education toward a “whole child” approach, schools have integrated social and
emotional learning (SEL) practices (Wortham et al., 2020). The National Center for Education
Statistics (NCES, 2022) has prioritized studies on socioemotional development to compare how
various academic and non-academic factors affect a child’s early schooling experiences.
2

According to 2017 data, 90% of teachers reported that SEL is a significant part of education, and
the support of states, districts, and schools are crucial in ensuring SEL is implemented (NCES,
2017). SEL teaches students how to cope with emotional stress, resolve issues maturely, avoid
significant risks, and adapt to changing world circumstances (Dusenbury, 2017). Scholars
indicate success in SEL implementation and recognize teachers’ influence on integrating these
practices. Even when schools implement SEL practices, studen accomplishments rely primarily
on teacher commitments to SEL practices, proper guidance from administrators, and their
confidence in integrating SEL as part of their teaching routines (Thomas et al., 2022).
Background of the Problem
Schooling has evolved into a much more complex system from the one-room
schoolhouse to complement the social outcomes of learning. Prior educational reforms
emphasized school as a place of learning where students (of all types and backgrounds) coexisted
in the element best known as academic (Zhao, 2020). Educators’ approaches to academic success
in academia were similar to “survival of the fittest” (Koh & Wong, 2017). This approach
elevated students who were astute, well-bred, and hardworking when determining future success.
Similarly, the adage of “sticks and stones” in teaching students to develop thicker skin was
considered appropriate in the mid-nineteenth century. Eventually, researchers such as Gavin
(2011) discovered this discouragement hindered the learning environment. By implementing
SEL throughout the school system, there’s hope for today’s students, where terrorism, violence,
and discrimination can lead to bullying and cliques (Shelley & Peterson, 2018).
To establish an adequate structure in the public school system, the federal government
was responsible for assisting schools around the country to meet educational requirements
through its funding for underprivileged students (U.S. Department of Education, 2017). The
3

federal government’s attempts relied heavily on laws such as the 1965 Elementary and
Secondary Education Act (ESEA), 2002 No Child Left Behind Act (NCLB), and the Every
Student Succeeds Act (ESSA) of 2015 (U.S. Department of Education, 2017).
Under President Obama’s administration, Congress passed the ESSA, which granted state
education departments more responsibility to create plans that would eliminate achievement
gaps, boost equity, enhance educational conditions, and improve student learning (U.S.
Department of Education, 2017). ESSA replaced NCLB, becoming one of the first movements to
incorporate non-academic measures within a school’s accountability system (Anthony & Nelson,
2020; Malin et al., 2017). With this change, educational leaders had more flexibility in
developing comprehensive strategies that considered all facets of a children’s learning and
development, including social and emotional learning, in supporting students in school and life
(Gayle, 2017).
SEL programs were one way for schools to incorporate a holistic approach within their
culture (Zhao, 2020). Grant et al. (2017) believed that schools should use Title I funds for
programs like SEL because it can improve academic achievement for at-risk students. Using the
funds for school-wide assistance programs can enhance the success of the entire student
population. Without dismissing academic achievement, recent decades of schooling show that a
whole-child approach improves students’ social-emotional wellness (Immordino-Yang, 2019).
Schools were encouraged to make SEL more accessible and comprehensive to assist
students in overcoming the challenges of the COVID-19 pandemic (Scott et al., 2021). The
pandemic caused school closures in approximately 180 countries, leaving over 1.6 billion
students to move to distance learning (Azevedo, 2020; World Bank, 2020). The strain associated
with the pandemic and lack of access to daily school routines influenced the need to deliver SEL
4

practices remotely (Li et al., 2021). Some teachers faced challenges in assisting children with
learning differences and had to find immediate solutions to alleviate negative emotions (Eveleigh
et al., 2021). The unexpected transition caused children to experience various psychological
problems adjusting to the spread of the virus and an unfamiliar way of life (Tajane et al., 2021).
Understanding the practices teachers use to serve the whole child further contributes to
the narrative of schooling and potential educational reforms in the twenty-first century (Kennedy
& Walls, 2022). Studies indicate that SEL can positively affect the whole child and increase
academic performance (Burroughs & Barkauskas, 2017; Cantor, 2021; Hamilton & Gross,
2021). This was validated during the return to normalcy in schools post-COVID-19. The
pandemic paved the way for teachers to incorporate SEL practices to minimize psychological
problems (Grazzani et al., 2022). Students with healthy SEL skills are more inclined to excel in
their educational journey, maintain a positive school attitude, avoid behavioral issues, build
meaningful relationships with their peers, and reveal fewer mental health problems (Li et al.,
2021).
Statement of the Problem
Advocates of SEL research stress that it is vital for students to transform into functional
adults in society. The most recurring argument observed by recent scholars reveals that SEL is
equally essential to academic instruction (Kaspar & Massey, 2022). The Aspen Institute (2018)
shared that students learn best when social-emotional learning and academics operate
simultaneously, thus encouraging schools to be mindful of their childhood experiences that may
affect their academic progression. Mastering high-stakes tests was once an acceptable form of
determining students’ transition into society and how schools trained teachers to facilitate
learning (Boguslawski et al., 2021). However, recent data shows that SEL practices pave the way
5

for students to handle unprecedented circumstances and contribute to how students obtain self-
esteem (Lee & Simmons, 2021).
According to the 2022 State Scan by the Collaborative for Academic, Social, and
Emotional Learning (CASEL), the United States has experienced tremendous growth in the
number of states integrating SEL practices into their strategic or ESSA plans. As of June 2022,
the scan revealed that 27 states adopted K–12 SEL competencies, seven adopted SEL
competencies in the early elementary grades, and all 50 states adopted pre-K SEL competencies
(CASEL, 2022). A survey conducted by McGraw-Hill Education in 2021 studied 700 educators
and determined that most teachers believe schools should implement SEL into the curriculum
and other core subjects. Eighty-three percent of teachers also reported a lack of emphasis on SEL
use, while 84% feel SEL practices have become more critical since the pandemic (McGraw-Hill
Education, 2021). Although there needs to be a balance in fulfilling the educational mission of
knowledge acquisition, the COVID-19 pandemic emphasized that schools prioritize students
feeling valued and safe by satisfying the social needs of young learners (Colao et al., 2020).
Presently, teachers are responsible for teaching young children with increased rates of
distress, anxiety, depression, loneliness, and suicide (Hoffman & Duffy, 2021). Such factors
have an enduring influence on how children integrate into society and halt the emphasis on
meeting academic standards to maximize student learning. The urgency to prevent future issues
has become the school system’s responsibility to reconcile.
Kennedy (2019) argued that SEL practices are vital because students will not necessarily
remember what they learned in the classroom but how they felt and were treated. Building a
strong school culture where social and emotional learning is the first step in making students feel
valued, loved, and cared for is often a greater investment than meeting academic standards to
6

prove their intelligence (Todd et al., 2022). To support integrating SEL practices, schools could
pursue understanding how teachers feel about SEL and the need to solidify a school culture that
values intellectual and emotional development (Lee & Simmons, 2021).
Purpose of the Study
This study explores elementary school teachers’ perceptions, beliefs, and needs in
implementing social and emotional learning practices in their classroom. Teachers are the
primary facilitators in integrating new practices and programs. Their experiences influence how
students learn and how educational methods affect learning (Stearns, 2018). The following
research questions guided this study:
1. What are teacher perceptions regarding the strategies they employ at Kealoha
Academy Elementary to promote SEL in their classrooms?
2. What are teacher needs in integrating SEL in their classrooms at Kealoha Academy
Elementary?
Significance of the Study
This study highlights the perceptions and beliefs of current elementary school teachers by
inviting them to share their experiences with SEL implementation and to provide insight for
future teachers. The study will also enable teachers to share some of their needs in their journey
to further SEL practices. Considering teachers’ perspectives may keep schools on track to fulfill
their accountability plans and provide an integral quality education for all students to thrive. SEL
has revealed encouraging results in improving students’ academic performance starting from
elementary school but does not permanently shed light on the individuals who work to make
these practices possible.
7

The overall mission of a school system is to create a safe learning environment for
students to learn basic skills in various subjects such as math, science, language arts, and social
studies (Loeb et al., 2019). Learning can occur with teachers considering students’ emotional
needs while teaching these subjects and not just focus on the academic aspects. SEL is not a
priority in the same light as intellectual development because schools prepare students for state-
sanctioned tests primarily focusing on a child’s educational expertise and potential growth
(Allbright & Marsh, 2020). Scholars find that state-mandated exams evaluate students’ abilities
to communicate effectively, cope with stress, or manage emotions. These areas can no longer be
neglected (Jagers et al., 2019). Teachers are the role models to make SEL a priority, and
teachers’ perceptions provide value in continuing to change the narrative of schooling and future
educational reforms. With the passing of ESSA in 2015, teachers are due continued support as
the importance of SEL evolves (Steed et al., 2021).
Overview of Theoretical Framework & Methodology
Bronfenbrenner’s (1997) ecological systems theory (EST) will be used as the theoretical
framework for this study. Bronfenbrenner’s (1997) ecological model positions the child at the
center of six systemic levels that shape development (Committee for Children, 2021). This
development occurs at an intersection of ever-changing environments over time influenced by
different factors. The model applies in this study because a holistic approach to SEL integration
can support schools in creating a safe environment for teachers to successfully implement SEL in
their classrooms. This study will use a qualitative case study methodology drawing from semi-
structured interviews of teachers at an elementary school that embeds SEL practices within the
school culture and advocates for a whole-child approach.
8

Definition of Terms
 Collaborative for Academic, Social, and Emotional Learning (CASEL, 2022) is a
leading organization  established in Chicago  that advocates for developing
social and emotional learning for all students in school.
 Every Student Succeeds Act (ESSA) was passed in 2015, giving states the authority to
allow public schools to control their accountability plans using non-academic and
academic measures. SEL was an example of a non-academic program that could
contribute to academic success (U.S. Department of Education, 2017).
 No-Child Left Behind (NCLB) is an educational reform act signed into law in 2001
under President George W. Bush’s administration. NCLB emphasized challenging
academic standards for math, science, and English, followed by state-administered
tests to evaluate student proficiency (Black, 2017).
 Social and Emotional Learning reflects the process through which children and adults
understand and manage emotions, set and achieve positive goals, feel and show
empathy for others, establish and maintain positive relationships, and make
responsible decisions (O’Connor, 2020).
 Whole Child conceives of children as whole beings, comprised of mind, body, and
soul (Miller, 2010).
Organization of the Study
This study is organized into five chapters. Chapter 1 illustrates the study’s context,
including the background of the problem, the statement of the problem, an overview of the
theoretical framework and methodology, the purpose of the study, the importance of the study,
and key definitions that contribute to understanding the severity of the topic. Chapter 2 is a
9

literature review highlighting potential variables that could affect the study. The literature review
introduces existing data and theories of how social and emotional learning occurs within a
general classroom. Chapter 3 introduces the study’s methodology, including the data collection,
instrumentation, and population sampling. Chapter 4 presents the study’s qualitative data results,
findings, and evaluation of findings. Finally, Chapter 5 summarizes the findings, acknowledges
the study’s implications and limitations, and proposes potential areas for further research.

10

Chapter Two: Review of the Literature
This study aims to invite educators at an elementary school to share their experiences
with social and emotional learning (SEL) implementation and provide insight for future teachers
seeking advice to support students’ social-emotional wellbeing. This chapter is an overview of
current literature related to the research study. First, is the examination of SEL development in
regard to the history of schooling, highlighting the philosophical foundations, and significant
educational reforms from the nineteenth century to the present. Secondly, it highlighted the role
of school culture in SEL, primarily focusing on a culture of care, leadership, student-teacher
relationships, and school-family partnerships. There is examination of CASEL’s five
competencies to understand the benefits of SEL and the challenges that may occur through its
implementation. The literature review then shifts to bringing awareness to critical factors that
may disrupt students’ emotional wellbeing. Finally, the chapter closes with an overview of
Bronfenbrenner’s (1997) ecological systems theory framework and the conceptual model used to
address SEL integration in classrooms.
The Historical Development of Social and Emotional Learning
Understanding an individual’s social-emotional development is not a newly established
term or a new idea for educators; many have experienced SEL facets in educational movements
over the past 15 decades (Elias, 2019). The term social and emotional learning was first
coined in 1960 by Dr. James Comer, who initiated an experiment in New Haven, Connecticut,
with two inner-city elementary schools (Comer & Emmons, 2006). The experiment opened his
understanding of a child’s psychological development from a balance of at-home and in-school
experiences that transfer to how they perceive academic success. Comer was further inspired to
collaborate with Yale University’s Child Study Center to create a program that prioritizes
11

practices supporting a whole child approach (Comer, 2015). Two schools in New Haven
accepted the offer to participate, and by the early 1980s, both schools had made tremendous
improvements in student behavior and overall academic performance (Comer & Emmons, 2015).
The program intended to construct a school environment that made students feel valued,
especially for predominantly ethnic minority youth (Comer, 2015).
The Greek Republic
During the Greek Republic, Plato narrated his aspirations for education, highlighting a
holistic curriculum that educated children in content areas while strengthening their moral
judgment. Plato believed that a good citizen needed to be emotionally stable, an idea that
supports students a balance between academics and character education. Plato often used the
concept of love to show that emotions can often outweigh the aspects of learning that sometimes
feel daunting (Hinchliffe, 2006). The historical development of SEL paved the way for
educational reforms in developing the rationale for SEL practices.
Educational Reforms and the Rationale for SEL Practices
Aside from the historical development and philosophical foundations of schooling,
educational reforms set the stage to define academic achievement from the nineteenth century to
the present. Major reforms such as the Common Schools Movement, National Commission on
Excellence in Education, and No Child Left Behind, primarily drew attention to students’
intellectual development with a transparent focus on the long-term growth and success of all
children (Lee & Min, 2017). With the increased awareness of SEL in the 21st century and under
President Obama’s administration, scholars have found interest in redressing SEL’s positive
influence on public health and universal evidence-based programs (Greenberg et al., 2017).
Scholars have identified the need for schools to ensure that current educational reforms
12

emphasize culturally relevant and feasible measures within the school system, especially with the
growing use of SEL practices (Domitrovich et al., 2022).
Common Schools Movement
The Common Schools Movement marked the beginning of educational reforms. Before
the early 1800s, the education system lacked structure and consistency. Mothers were seen as the
primary educators teaching their children from home, while others attempted to attend school in
unstable conditions or avoid the process altogether (Ceka & Murati, 2016). It was not until 1840
when American educator Horace Mann, Secretary of the Massachusetts Board of Education,
envisioned an educational system that did not discriminate against heritage, wealth, or class
(Persky, 2015). He created the Common Schools Movement to guarantee a public education
because he believed that every child should have the opportunity to receive an education through
local funding (Hazlett, 2011). The conclusion of the Civil War drew attention to America’s
public education as a new standard (Boonshot, 2018). The Center on Education Policy (CEP)
determined about78% of American children 5 14 years old were enrolled in public schools
(Kober & Rentner, 2020), primarily due to the efforts of educational reformers such as Mann.
Mann inspired various states to take on universal schooling to ensure that every child
enrolled in public school gets high-quality education regardless of their background. These
efforts brought about the development of new educational laws, such as the compulsory
attendance law, which enabled consistent enforcement of student attendance in U.S schools by
1918 (Reyes, 2020). During this phase, it was evident that society began to emphasize an
American education and its accessibility for students to remain a constant priority.
13

National Commission on Excellence in Education (NCEE)
In 1983, the National Commission of Excellence in Education (NCEE) issued A Nation at
Risk report to bring attention to various indicators that caused inconsistency in the education
system. The NCEE shared testimonies from the commission that revealed a dramatic decline in
student achievement in the United States and that immediate action was required. Reports
showed that American students fell behind on approximately 19 academic tests compared to
other nations, 13% of 17-year-old students were determined illiterate in the United States,
science scores dropped, and the percentage of students graduating from college declined (NCEE,
1983). The dramatic decline raised concerns that the school system was failing the economy and
that the United States could not remain competitive with other nations (Floden et al., 2020).
The report focused on four problems: content, expectations, time, and teaching (Borek,
2008). The study highlighted schools' lack of attention to content in providing students with
rigorous courses and a basic educational foundation. Instead, it focused on providing students
with various choices that prevented them from staying on track with their occupational goals and
college preparatory paths (Hunt & Staton, 1996). The report addressed that the expectations of
US school systems declined due to the lack of structure with academic standards and requisite
requirements to remain competitive. Drawing attention to biology, physics, mathematics, and
geography as the only primary form of achieving economic competitiveness led to educational
mediocrity where students learned to maintain the status quo instead of prospering in a global
marketplace (Goldberg & Harvey, 1983). The report revealed that schools failed to provide
students with the help they needed to complete schoolwork, and when they did, the time was
ineffective. Schools remained on the path of being mediocre rather than providing sufficient
classroom time for students to develop skills to become more productive learners (Hunt &
14

Staton, 1996). They believed that the “at risk” urgency was due to a lack of teacher training
programs, minimal teaching salaries causing teachers to want to leave the profession, and a
significant decline in test scores (Goldberg & Harvey, 1983). Schools did not attract qualified
candidates with good pay, benefits, and resources (Shanker, 1984). The NCEE encouraged
evaluating teaching training programs to gain higher expectations for teachers and students.
No Child Left Behind (NCLB)
In the No Child Left Behind (NCLB) era, educational reforms continued to take a turn in
developing more quality education in the United States. NCLB was under the George Bush
Administration of 2001 and mandated that schools remain consistent with yearly standardized
assessments and student progress and demographics reporting. Additionally, NCLB sought to
keep teachers accountable for their work ethics and encouraged schools to be more mindful of
offering employment to qualified individuals. NCLB challenged schools to provide additional
support to minority students. Schools and districts were issued a report card summarizing their
students’ standardized test scores. To ensure students were performing adequately, the test
results came in five categories: poverty, race, ethnicity, disability, and limited English
proficiency (Kenna & Russell, 2018). This prevented schools from combining standardized test
scores to create an overall school average that would disregard student achievement gaps (Kenna
& Russell, 2018).
The perceptions and beliefs of teachers' experiences with NCLB were vital in
understanding the influence of the reform on student achievement. In trying to analyze the highly
qualified teacher mandate that caused a shift in teacher qualifications, critics have recognized
that teachers' autonomy decreased, forcing teachers to feel an immense increase of pressure and
anxiety to meet the requirements of the federal accountability era (Wronowski et al., 2019).
15

Under NCLB, teachers dedicated more classroom instruction to core content, found more
effective instructional practices and teach to the test (Dee et al., 2013; Murnane & Papay, 2010;
Reback et al., 2011). The accountability standards emphasized the teachers' role in improving
student achievement. Teachers’ classroom advancements and evaluation of the quality of their
work, often led to low morale and burnout (Wronowski, 2018). According to Santoro (2011a,
2013), the conditions of the teaching profession after NCLB diminished the morale rewards of
their profession, made it difficult for teachers to make meaningful connections with students,
meet students’ personal needs, or increase the overall quality of education. These feelings led
teachers to change schools or leave the profession (Darling-Hammond, 2007). Trifone (20)
shared that “If we concentrate solely on academics and on narrowly measured academic
achievement, we fail to educate the whole child” (p. 35). The demands of the NCLB
accountability system made it evident that a new vision for developing the whole child was
necessary.
A New Vision for Developing the Whole Child
Under the Every Student Succeeds Act of 2015 (ESSA), the significance of SEL in
developing the whole child became prominent. ESSA required states to incorporate a non-
academic component into schools’ accountability systems to analyze student progress (Edgar,
2017). In 2019, the U.S. Department of Education (DOE) agreed to increase educational funding
to $1.3 billion, allowing schools to use these funds to support holistic programs, such as SEL.
Although ESSA did not explicitly incorporate the term SEL in its plans, ESSA provides leaders
with an opportunity to engage in the latest practices that foster positive student outcomes, values,
and habits (Ferguson, 2016)).
16

Authors have commended ESSA for its efforts in advocating for well-rounded subjects,
including music and art (Grant et al., 2017). Richerme (2021) investigated how K–12 art teachers
can benefit from ESSA using SEL practices. He discovered that art education contributes to the
work of SEL as students learn to deepen their creativity and ability to analyze their artistic
representations (Richerme, 2021). Consequently, Farrington et al. (2019) research indicated that
dancing, singing, drawing, and playing a musical instrument help students grow closer to SEL
practices. Art teachers are a part of an ongoing advocacy effort to prove the relationship between
ESSA and SEL. Participation in art is a way for students to strengthen their creativity and
express their feelings that are often difficult to express through words. Edgar (2017) illustrated
that art is just one example of how SEL practices can be transformative while inspiring students
to be open to expressing their emotions through various non-academic disciplines.
Ferguson (2016) declared that ESSA opened the door for social and emotional learning to
be a part of state accountability systems, in which the reform advocates for teachers to engage in
“activities to support safe and healthy students” (p. 74). Scholars recognize that teachers cannot
accomplish SEL efforts alone. Even when schools intend to implement SEL practices,
achievements depend solely on teachers’ dedication to SEL and the degree to which they are
comfortable incorporating SEL in their classrooms, as well as their perceived support from
school personnel (Martínez, 2016).
The Collaborative Effort of SEL
In an effort to support safe and healthy students, studies indicate a need for schools to
work collaboratively to embed SEL practices within their school culture. SEL is most effective
when leaders strive to influence these practices through a culture of care to support students’
social-emotional wellness (Jaggers et al., 2019). Leadership, student-teacher relationships, and
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school-family partnerships are also known to create a school culture that supports a whole child
approach (Keung et al., 2020; Malone, 2020).
Creating Nurturing Environments
Research reveals that students benefit from a culture of caring that promotes and nurtures
emotional wellness while allowing them to tackle challenges and obstacles that unforeseen
factors present (Keown et al., 2019). According to a study by Tamir et al. (2021), a culture of
care promotes a positive environment for academic staff and students. Tamir conducted semi-
structured interviews with 35 high school principals to meet the requirements of educational
reforms. One area of attention from the Tamir study focused on a culture of caring.
Trust
Most participants shared that trust is the foundational element in building a caring school
environment. Understanding the moral importance of what the school does helps teachers
facilitate learning through a positive climate (Tamir et al., 2021). Walls et al. (2021)
determined that the collective practices of school employees have a tremendous effect on the
way students experience the school environment. How teachers and administrators collaborate to
create a caring school environment shapes a student’s sense of belonging (Wall et al., 2021). In
connection to SEL initiatives, Swanson et al. (2021) shared that building trust begins by learning
about students’ backgrounds, including their families, through phone calls, meetings, open
houses, or surveys, and taking the initiative to show students that everyone genuinely cares about
their success.
Balance
Ryu et al. (2020) examined how schools produce and maintain a culture of care and the
commitment of school leaders in providing teachers and students an opportunity to use these
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endeavors effectively. The growing theme of a culture of care that came out of three school
participants was the need for leaders to find a balance between academic and social-emotional
support. A caring culture does not primarily focus on the approaches and strategies that school
leaders attempt to take. Instead, a caring culture focuses on the caring practices and ideologies
used to care for staff and students. Davis et al. (2022) advocated for school leaders to develop
strong relationship skills with their teams by communicating effectively, listening actively,
demonstrating cultural sensitivity, seeking and offering support to faculty and staff when needed,
and being aware of biases and the conditions of privilege. Leaders who possess these skills to
provide a safe space for students and teachers to thrive because they are providing an
environment of care, compassion, and inclusion, a critical balance for developing a high-
functioning team (Lanaj, 2021).
Principal Leadership
To increase the impact of organizational change, principals have a vital role in making
their schools more purposeful and aligned with caring district leadership. According to the
Wallace Foundation (2013), “Principals today must be instructional leaders capable of
developing a team of teachers who deliver effective instruction to every student” (as cited in
Krasnoff, 2015, p.6). Research suggests that excellent leadership increases teacher motivation
and improves classroom instruction (Krasnoff, 2015). Studies confirm that having a dedicated
instructional leader to facilitate a strong teaching and learning community provides a greater
chance for solidifying high-quality academic achievement. Fullan (2014) argued that principals
should be spending more time producing overall results and using their time more efficiently.
Fullan (2014) shares that the principal’s primary role is to “lead the school’s teachers in the
process of learning to improve their teaching while learning alongside them about what works
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and what doesn’t” (p. 55). This approach creates a more effective leadership role in which
district leaders and principals work collaboratively to improve teacher and student learning.
Kouzes and Posner (2016) argue that learning leadership, or leadership that prioritizes teaching
and learning, must be a daily habit. It requires principals to consider leadership essential to their
personal and professional success. In turn, school principals have a significant impact on student
outcomes. To continue to improve SEL for teachers and students, scholars have turned their
attention to understanding SEL through the efforts of school principals in shaping a culture of
care (Stefanovic, 2021).
Scholars have found that creating caring school cultures also requires examining
thoughtful data to acknowledge how to take action to address existing challenges accordingly.
Various reports reveal that districts that place effort in analyzing data for SEL practices have a
greater chance of allowing caring practices to prosper (Marsh & Kennedy, 2020; Marsh et al.,
2018). At the same time, successful school leaders contribute to creating adequate goals to
increase student learning (Hallinger, 2011). This impact is evident through the principal’s ability
to assist teachers in trying new methods related to those goals (Sebastian and Allensworth,
2012). Much of this idea was seen in studies that pay close attention to instructional leadership in
school settings.
School-Family Partnerships
To solidify the power of family involvement in academic success, Wilson and Gross
(2018) encourage school personnel to integrate strategies for all school staff to strengthen
school-family partnerships and for faculty and staff to have proper training on including families
in the educational process. Wilson and Gross (2018) studied how executive functioning (EF)
affects parenting to measure the effectiveness of family involvement in education. According to
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Pittari et al. (2020), EF refers to factors influencing an individual’s daily occupational
performance. Three prominent domains that play a role in EF. are working memory, inhibitory
control/response inhibition, and cognitive flexibility/shifting (Steward et al., 2017). Factors that
can influence a Parent’s EF are age, sleep, stress, and emotions (Buckhalt et al., 2009).
Research has found that parents’ generation plays a factor as sometimes students are in
the care of older caretakers, such as grandparents (Wilson & Gross, 2018). Wilson and Gross
(2018) argued that the age of primary caregivers makes a difference in their capacity to support
the children’s academic achievements. Secondly, sleep has contributed to EF as almost 25% of
adults report sleep deprivation. Lack of sleep contributes to poor working memory. Parents may
have an inconsistent work schedule, switch between day and night shifts, or even have various
jobs. Such a schedule affects their availability to engage with a child and be fully present in their
education. Families who experience severe stress and negative emotions can also determine how
they interact or approach school requirements. As a result of this study, Wilson and Gross (2018)
determined a need for school professionals to have training in communicating with parents and
families while keeping the EF. factors in mind.
Similar to Wilson and Gross’s (2018) findings, Belsky’s (1984) model of the factors of
parenting behavior shared that parenting is affected by three areas: (a) the broader social context
in which parents and the parent-child relationship are implanted, (b) characteristics of the parent,
and (c) characteristics of the child. Challenging dispositions can often lead to a decrease in
maternal acknowledgment (Volling & Belsky, 1991), less mother-child bonding (Maccoby et al.,
1984), and a lack of engagement within a child’s home environment, including less interaction
with learning activities (Grolnick et al., 1997; Machida et al., 2002). A child’s gender and age
make a difference in father engagement with boys compared to girls and with children who are
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older compared to newborns (Lamb, 1987). The quality of a parent’s relationship status also
plays a critical role in parent involvement. Numerous studies have proven that fathers are much
more likely to engage with their children if both parents support one another’s interests (Beitel &
Parke, 1998; Grych & Clark, 1999). Although minimal research has shared social support in
connection to parent involvement, studies also reveal that positive parenting is associated with
increased social support for mothers.
The most systematic research on parent involvement leads to mental health issues like
depression and stress. Paulson et al. (2006) conducted a study of 4,109 families, and the results
proved that children with mothers and fathers associated with depression were less likely to
engage with their children as infants compared to those who did not experience depression.
Kiernan and Huerta (2008) indicated that maternal depression led to reduced time spent in
reading lessons, compared to paternal depression, in which children experienced a lack of
nurture, engagement, or involvement. Parents who experience severe exhaustion from their day-
to-day responsibilities also experience challenges with parenting and their overall wellbeing,
causing them to get easily irritated with their children and shy away from showing them
affection (Cooklin et al., 2012). Keeping in mind the factors associated with school-family
partnerships, scholars have recognized that collaboration with families create a trusting
environment where students feel comfortable enough learning alongside a trusted adult, such as
their classroom teacher (Meltzer et al., 2018). Even if they lack parental nurture, they begin to
confide in their teachers for comfort and stability (James, 2010).
Student-Teacher Relationships
Teachers who develop a good rapport with students contribute to the ability of children to
trust. Children adapt to what they learn from an early age (Helena, 2021). If abuse and neglect
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are part of their upbringing, they will carry these mannerisms into peer-to-peer relationships they
create (Garon-Bissonnette et al., 2022). A crucial prerequisite for school readiness is developing
a positive relationship with students, teachers, and staff. According to a study by Jennings and
Greenberg (2009), social-emotional learning also benefits teachers’ wellness, enhancing their
relationships with students.
Building positive relationships help increase teachers’ psychological wellbeing and
that of their students. Poulou (2022) investigated teachers’ psychological needs and satisfaction
with student outcomes. The study found that teachers’ wellbeing did affect their relationships
with their students, and students’ wellbeing also affected their teachers. Teachers felt that when
their needs were met, they could perform better and create positive relationships with their
students. When teachers’ work was not validated, they lacked interest in building relationships
with students, focusing more on academic instruction. Researchers Sulkowski and Simmons
(2017) dedicated time to understanding the protective role of teacher-student relationships to
prevent “peer victimization (PV) and psychological distress” (p. 137). The study disclosed that
students who experienced higher to moderate positive relationships with instructors felt minor
affliction compared to those who experienced the opposite, revealing that a robust teacher-
student relationship could potentially prevent PV.
Ibrahim and Zaatari (2020) controlled a comparative qualitative study using semi-
structured interviews within a case study school to show how, if at all, teacher-student
relationships allow students to feel a sense of belonging. The study found that the case study
school failed in three significant ways. Students did not experience “cooperation or reciprocity;”
“respect, care, and love” were lacking; and “power balance” was a significant issue (p. 393).
Students expressed frustration as there was no sense of belonging. The adverse effects revealed
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by the study indicated that all three factors are imperative in building stable relationships.
Students who do not experience this tend not to put in the effort at school.
As shown in the previously mentioned studies, teachers have a vital role in integrating
SEL practices in their classrooms. Their work contributes to creating a nurturing environment,
where effective leadership, school-family partnerships, and positive student-teacher relationships
thrive within the schools’ culture. Despite understanding the influence of well-established school
culture on student success, there are various benefits and challenges before implementing SEL
practices in the classroom.
Integrating Schoolwide Social and Emotional Learning
For both teachers and students, there has been a growing amount of research highlighting
the emotional side of education and the demands of advocating for more social-emotional
learning experiences for students (Jones & Doolittle, 2017). The Collaborative for Academic,
Social, and Emotional Learning (CASEL) recognized that implementing SEL practices starting
from elementary school has increased students’ self-management, self-awareness, social
awareness, responsible decision-making, and relationship skills. CASEL created these five
competencies to assist school administrators in making informed decisions on whether SEL
practices would positively impact school culture and support a whole-child development
approach.
The adolescent years mark a crucial period in a child’s life and SEL has provided
considerable benefits for students' overall academic experience. Scholars have associated this
time for children to experience intensive learning, exploring, and engaging in new opportunities
while also considering possible behavioral and health difficulties that can carry on into adulthood
(Yeager, 2017). Pirkansen et al. (2019) argued that children enter the school from diverse
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settings with unique temperaments, experiences, and intellectual sets. Consequently, schools also
vary in their educational methodology, collaborative efforts, and overall beliefs. During this
transition, teachers are a significant part of a child’s schooling experience as they remain present
to guide students and families throughout the academic journey. Although teachers’ impact on
students can be remarkable, children are often uncertain about their academic potential, and their
self-regulation abilities may be unsteady. Schools that strive to place SEL at the center of core
values are more inclined to create an environment where teachers are comfortable enough to
integrate the best practices and assist students in taking full advantage of opportunities that aid
their education. The Yale Center for Emotional Intelligence (YCEI) recognizes that emotions
matter. Emotions impact attention, memory and learning, decision making, relationship quality,
creativity, and mental health (YCEI, 2022). Scholars have studied to understand the effects
emotions have on students when teachers begin to hone in on practices that allow children to
engage with adults and peers while developing skills to enhance the efficacy of their social-
emotional experiences.
CASEL’s Core Competencies
Durlak et al. (2011) argued that the structure for social-emotional learning that
researchers and practitioners derived from Waters and Sroufe (1983) offered an interpretation of
competent people. The researchers believed that competent people are able “to generate and
coordinate flexible, adaptive responses to demands and to generate and capitalize on
opportunities in the environment” (p. 80). Goleman (1996) recounts social and emotional
learning as the potential for individuals to be well-rounded in all areas of life, especially in
school. Elias et al. (1997) described SEL as the process of obtaining core competencies to
acknowledge and manage emotions, set and achieve long-term goals, value the opinions of
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others, develop meaningful relationships with peers, make responsible decisions, and maintain
interpersonal conflicts effectively. Addittionally, Burroughs et al. (2017) affirm that CASEL’s
six competencies support teachers in developing the whole child.

Figure 1
SEL Core Competencies by the Collaborative for Academic, social, and Emotional Learning

Source: CASEL, n.d.

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Supporting the Whole Child
Demink-Carthew et al. (2020) concluded self-awareness to be most effective when
educators provide adequate opportunities for students to make purposeful choices, recognize
accomplishments, and assist students in learning to connect their emotions to their academic
experiences. Harter (2006) states that children usually make significant progress in awareness of
themselves and others between the age of 4 to 5 years old (as cited in Wen et al., 2021).
Following this period and their transition into elementary school, their self-awareness becomes
more stable (Wen et al., 2021).
School programs that target social-awareness skills as critical ways to assist students in
learning to control their emotions, thoughts, and actions (Demink-Carthew et al., 2020). Students
who possess self-awareness can identify their strengths and weaknesses and have the ability to
handle their feelings through any given situation successfully. Despite students learning to be
socially aware of their feelings, social and clinical psychology experts have long explored the
significance of self-awareness. Silvia and O’Brien (2004) asserted that it is almost impossible for
people to take the perspectives of others into consideration, practice self-control, and strengthen
their self-esteem if they are not socially aware of their own emotions.
Research often considers the early years a fundamental time for children’s development,
thus even associating it as a golden time in life that children can only experience once (Astawa,
2018). During these early years, the process of self-management is not only credited to the level
of instruction a student can manage but includes introducing students to situations that may test
their moral purpose (Astawa, 2018). A person’s self-awareness allows them to understand why
they feel the way they do and what causes them to act accordingly.
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One goal for SEL is to help students create lasting relationships over time. A wide range
of skills is vital during early childhood, including positive relations during interactions with
others, establishing and maintaining positive communication skills, cooperating, listening, taking
responsibility, seeking advice as needed, and refining friendship skills (Denham, 2010). During
this phase, students also learn how to be assertive, resolve disputes, and communicate when they
encounter concerns during the preschool to primary school years.
As students become familiar with the SEL competencies, they can distinguish between
responsible and irresponsible decision-making. During the preschool years, children experience
increased social interactions that can become complex. Through these interactions, good or bad,
students learn to solve social issues, examine social interactions and acknowledge problems, set
empathetic goals, and distinguish between successful ways to resolve issues they encounter with
their peers. Responsible decision-making allows students to show respect for others and
considers the wellbeing of their school and community (Denham, 2010).
According to the Committee for Children (2016), in the process of students obtaining
reading, math, and science skills through daily classroom instruction, teachers should incorporate
and reinforce social and emotional skills (as cited in Ahmed et al., 2020). SEL does not take the
place of core instruction but rather further enhances students’ ability to develop in all areas:
cognitively, physically, socially, and emotionally (Ahmed et al., 2020). In understanding SEL,
scholars have long advocated that CASEL’s core competencies support teachers in further
developing students’ personal, social, and academic successes (Denham, 2010). While SEL has
had many positive outcomes, teachers expressed interest in more high-quality professional
development training to support SEL efforts (McCelland et al., 2017).
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High-quality Professional Development
Although research highly favors the benefits of SEL, teachers have expressed increased
stress levels and often feel poorly trained to implement SEL with fidelity due to the lack of high-
quality professional development. Proficiency in SEL practices requires an express interest in
understanding teachers’ needs. Bracket et al. (2012) claim that teachers’ attitudes and
perceptions of SEL practices can damper the program’s adoption, sustainability, and impact. In a
study of 935 teachers, Bracket et al. (2012) measured the perception of teachers’ beliefs about
SEL using survey items. The study assessed three themes: teachers’ comfort with incorporating
SEL, teachers’ commitment to SEL, and teachers’ perceptions of whether their school culture
reinforced the significance of SEL. While teachers reported on several aspects of their teacher
experiences, the most common concern was the need for stakeholders to provide SEL training to
keep teachers up to date with the latest pedagogical approaches and their subsequent effects on
child performance (Bracket et al., 2020).
Meyer and Behar-Horenstein (2015) argue that it is not always enough for leaders to
encourage and empower their staff because not everyone will be susceptible to change or be
open to new practices. McKeown et al. (2016) believe leaders who invest in professional
development training can make teachers feel more effective. Teachers who feel they are getting
proper training are more inclined to incorporate new practices into their daily routines. Ransford
et al. (2009) shared that professional development can help teachers gain confidence in
implementing a new SEL program and improve the quality of their lessons. The literature
highlights that successful SEL implementation depends on the teachers’ ability to maintain their
positions as mentors, manage interpersonal conflicts, and establish a classroom environment that
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supports social and emotional learning. Yet, there are still critical factors of implementing SEL
that scholars continue to recognize (Watson et al., 2022).
Critical Factors in SEL Implementation
In the process of implementing SEL practices, teachers consider critical factors that may
disrupt the development of students’ emotional wellness. A clear understanding of mental health
allows teachers to recognize a student’s home-to-school environment, become facilitators in
crisis management, and transition students from abrupt societal changes that may cause a shift in
the learning environment, such as the recent COVID-19 pandemic (Lockhart, 2020; Liou, 2015;
Watson et al., 2022). Studies have also revealed the critical stages of a child’s brain
development, which in turn contributes to their emotional development (Clements, 2012).
Mental Health
Thompson et al. (2016) explained that before integrating SEL practices in the classroom,
it is critical for teachers first to understand students’ mental health needs so they get the most out
of their academic journey. Social, emotional, and mental health (SEMH) is generally an umbrella
concept consisting of various behaviors in children (Dolton et al., 2020). Children with SEMH
can either be quieter and more reserved or unruly and troublesome. They can often exhibit
passive behaviors such as lack of energy, resentment, low self-esteem, or dynamic behaviors
such as hostility, recklessness, and emotional instability (Dolton et al., 2020). The behaviors of
children with SEMH may result from an underlying mental health strain. School officials must
be alert and aware of sudden changes in students’ behavior as these students are at high risk of
rejection in school, and meeting those demands is often unrecognized by a lack of understanding
of the issues involved (Dolton et al., 2020).
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Revet et al. (2021) studied the importance of promoting children and adolescents’ mental
health and psychiatry. In analyzing the impact mental health has on children’s development,
Revet et al. (2021) determined that the burden of mental health challenges is a worldwide
concern but can be rewarding when educators are properly trained to support students in
overcoming such issues in school. Savolainen et al. (2020) published similar findings in the
International Journal of Mental Health of a study with early childhood educators and health
professionals to investigate current practices supporting children’s mental health. Savolainen et
al. (2020) focused on the availability of mental health services, how schools can collaborate with
families, and children’s social and health care services. Participants revealed three specific areas
of concern: the need to increase the number of child psychiatrists, create a broader mental-health
workforce for children, more collaboration between schools, families, and the health service
systems, an increase in preventative practices for teachers, and adjusting to new studies that
advocated for greater leadership in advancement (Savolainen et al., 2020).
King et al. (2014) initiated a study to compare and contrast the perceptions of children’s
mental health therapists’ and elementary school teachers, two critical stakeholders who offer
services to children. The study intended to evaluate how therapists and teachers approach
children’s mental health concerns. But, as a result of the investigation, therapists and teachers
began to view their roles differently. Instead of remaining prescriptive, they recognized the need
to be open-minded and give complete control to the child to drive their own learning (King et al.,
2014). The therapists and teachers felt that this approach would help students to manage their
mental health and feel more capable of communicating their needs (King et al., 2014). The
findings affirmed the significance of creating realistic and meaningful expectations for children,
centered around a holistic appreciation of each child’s needs (p. 279).
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Aside from collaborating with students’ social services and health care providers, Watson
et al. (2022) also advocated for addressing trauma and allowing school social workers (SSW) to
be involved in understanding student and staff mental-health concerns during COVID–19 and
how their knowledge related to conceptual models aligned with a trauma-informed approach.
After issuing a national survey to SSWs from June through July of 2020 that included written
responses and open-ended questions, results revealed that most educators viewed the Summer of
2020 as a potentially disturbing time in history that required a trauma-informed approach.
Written responses suggested that trauma-informed practices should include a whole-school
system in which faculty and staff collaborate to manage disruptions (Watson et al., 2022).
Home-to-School Environment
In implementing SEL practices, students attend school with preexisting morals and values
from childhood, and teachers have an essential role in balancing a student’s home-to-school
connection. A wide range of studies have concluded that a student’s family environment impacts
their learning, and the effects seem more extreme in early childhood (Meece, 2002 as cited in
Schunk, 2020). Research also showed that some critical factors that can affect the home
environment include: the relationship between the student and mother, the type of discipline a
student receives, adult presence in the home, access to academic materials, and opportunities to
engage in conversations with family members (Schunk, 2020).
Students’ social environments play an integral role in their development. Price et al.
(2013) examined characteristics of a home-to-school climate in anticipation of recognizing
externalizing behavior problems during the transition into elementary school. The study used the
dimensions of the maltreated and the non-maltreated to predict externalizing behavior
challenges. Results of the study shared recurring factors that are associated with externalizing
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behavior problems: the lack of home organization and cleanliness, verbal and physical
aggression between siblings, mother’s negative reactions toward the child, and parents’ marital
status (Price et al., 2013).
Crisis Management
In addition to assisting students academically and emotionally, teachers often face abrupt
experiences that result in limited opportunities for social engagement (Kamei & Harriott, 2021).
Kamei and Harriot (2021) argued that unprecedented situations cause students to feel increased
levels of stress as the sense of normalcy is lost from their daily routine, and they are
overwhelmed with physical, mental, and social burdens (p. 365). According to Osher et al.
(2020), students often experience one traumatic event before age 18, and some may even
experience multiple incidents. In recent decades, controversies over school safety and crises have
become one of the most disturbing topics in modern education. The foundation of school safety
stems from research-based and trauma-informed strategies to integrate crisis management plans
(CMPs) in schools successfully. Elbedour et al. (2022) divided CMPs into three levels:
organizational, community, and individual. The organizational level of crisis would include
natural disasters or shootings, while the community level would focus on issues such as bullying
or community violence. The individual level, most commonly experienced in schools, can
include problems such as suicide, pregnancy, or family changes (Elbedour et al., 2022). Crisis
management planning requires a collaborative effort amongst counselors, the school community,
students, parents, and emergency response teams. Crises are not always predictable or planned
but identifying the level of immediate intervention required can help alleviate the trauma that
most incidents entail. Revisiting and updating policies and protocols to ensure that students get
adequate support to manage crises and possibly prevent future conflicts. Schools became experts
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in crisis management during the recent COVID-19 pandemic, and previous work done by
Greenberg et al. (2003) and Schonert-Reichl (2007) showed that the five competencies of SEL
are vital in response to trauma, especially during this unprecedented time for children in school.
COVID-19 Pandemic
Osher and Colleagues (2021) affirmed that adopting a whole-child approach requires a
unified understanding of child development, the possible consequences of trauma and
misfortune, and associated practices to bear the social, emotional, and educational success for
students. Since COVID-19, SEL practices have been in focus more than ever before and have
transformed the way educators view school systems (Scott et al., 2021). For most students, the
pandemic was their first isolated experience, keeping them away from family gatherings and
usual outdoor activities. Unexpected school closures led to increased social isolation, illness, and
economic hardship, which heightened the urgency for schools to adopt social-emotional learning
practices (Swanson et al., 2021).
Osher and Colleagues (2021) asserted that SEL practices can create a safe, fair, and
captivating learning environment, especially during trauma. Zieher et al. (2021) initiated a study
of 219 educators committed to using SEL strategies early in the pandemic. The study measured
teachers’ perceptions and beliefs of using SEL practices during distance learning, the use of SEL
strategies for themselves, the support from school/district personnel in responding to teachers’
SEL needs, and how other school districts played an essential role in the implementation of SEL
during the pandemic. Results revealed that teachers who felt supported by their schools and
district leaders experienced fewer challenges with integrating SEL during distance learning and
were more inclined to use SEL strategies for their own wellbeing. Teachers who felt less
supported experienced emotional exhaustion and dealt with significant challenges in
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implementing SEL strategies online, leading to substantial burnout and self-judgment (Zieher et
al., 2021). While teachers felt the emotional strain of keeping students stable, students battled
with the challenges of adjusting to an unfamiliar learning platform. Ngata et al. (2022) studied
screen time use among U.S. adolescents during COVID-19 and determined that excessive screen
time is linked to physical and mental health concerns. The stay-at-home mandate and social-
distancing protocols made students more reliant on technology.
Researchers also analyzed the effects of the pandemic on educators who teach students
with learning disabilities, who typically benefit most from in-person instruction and face-to-face
interactions. Eveleigh (2021) conducted a study of 30 teachers of students with learning
disabilities that implemented social and emotional strategies during distance learning. Eveleigh
(2021) asserts that SEL practices were beneficial for teachers to strengthen their relationships
with students and their families. Teachers also stressed the significance of mitigating students’
continuous challenges while trying to understand what families were going through from home
(Eveleigh, 2021). Similar to a nationwide survey administered in March 2020 by Brackett and
Cipriano (2020), anxiety was the number one reported issue for teachers of students with
learning disabilities during the pandemic, with very few reporting positive experiences or
excitement with their transition. Although studies on COVID-19 remain relatively new, scholars
have already begun to examine the effects of the pandemic-influenced trauma on children’s brain
development (Volkow et al., 2021).
Brain Development
Adapting to school in the 21st century paved the way for SEL practices to receive much
attention in recent years. Neuroscience reveals that children are born prepared to obtain
knowledge and skills, and the newborn years are the beginning of children’s neural development
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(Winter & Luddy, 2010). According to studies from Nelson (2013), brain development is critical
in the first 3 years of life during neuroplasticity, meaning that the brain is adjusting to neural
cells and pathways that change according to environmental stimuli. During this period, nurturing
relationships are vital for creating neural-pathways prerequisite for acquiring academic
knowledge, brain function, social-emotional health, and physical health (Nelson, 2013).
Consistent use of neural circuits helps to increase synaptic connections to create neural and
behavior patterns, allowing social and emotional experiences to shape a child’s long-term growth
(Schore, 2003).
Scholars who have studied children’s brain development from early childhood to
adulthood support the integration of SEL practices in the learning environment. Researchers
such as Immordino et al. (2018) found that the childhood years are critical in the way children
discover the world. Children’s biological development occurs in home, school, and community
relationships. Such interactions affect how they live and process information (Immordino et al.,
2018). Although malleable through experiences over time, the latest neurobiological studies
show that brain development and learning correlate with social-emotional experiences
(Immordino et al., 2019). The fundamental periods are the years in which the brain is assiduously
changing, from the prenatal years through childhood, adolescence, transition into parenthood,
and late adulthood. All of which are critical periods for SEL interventions, and awareness of
psychological conditions remains integral to brain network functioning (Immordino et al.,
2019).
Conceptual Framework
This study applies Bronfenbrenner’s (1997) ecological systems theory (EST) to examine
the elementary school teachers’ perceptions and beliefs in the context of the child at the center of
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a system rooted in SEL. According to Bronfenbrenner’s (1997) theory, children find self-
awareness within various ecosystems, from their immediate environment to the larger school
community and their subsequent societal transition (Price et al., 2013). Each system plays a
pivotal role in all areas of a child’s life. Bronfenbrenner’s (1997) ecological model positions the
child at the center of six systemic levels that mold an individual’s development (Committee for
Children, 2021).

Figure 2
Conceptual Framework

37

As discussed in detail in Chapter 2, reformists initiated educational reforms to modify
school structures and increase the quality of education (Vasquez-Martinez et al., 2013). Scholars
state that teachers are crucial for educational change, and that teachers’ efforts encourage actions
and interactions at the school, district, and societal levels (Datnow, 2020). Teachers’ contribution
to SEL practices in school and the efforts of families encouraging SEL at home, is vital for
children’s social-emotional growth (Humphries et al., 2018).
The conceptual design shows the various contributors involved in developing a child
through implementing SEL practices. The elementary student is at the center, revealing the
spiritual, emotional, and physical needs of developing the whole child. The student falls in the
category of self to represent the journey of developing their sense of self-awareness, self-
regulation, social awareness, responsible decision-making, and relationship skills. The
chronosystem represents the structure of a child’s outside environment. The mesosystem
acknowledges the responsibility of a school system in creating school-family partnerships and
building strong student-teacher relationships. The macrosystem, or a students’ social status
represents the influences within a student’s community. The exosystem represents society or the
influence of a student’s home-to-school environment. The microsystem highlights the support of
teachers, counselors, family, peers, and coaches. With the increased number of schools adopting
social-emotional learning programs, there is an increased emphasis on the role of the teacher
during the implementation process (Humphries et al., 2018). Nurturing the whole child involves
understanding the prominent influencers in a child’s life that can work collectively with the
school system to support them in and out of their school environment (Trifone, 2021).
38

Summary
The purpose of this literature review was to present all the possible variables that could
be contributing to the problem of study. The literature review has established that SEL practices,
although not easy for teachers to integrate, are feasible with the aid of various stakeholders and a
clear understanding of critical factors that may hinder the progression of successful
implementation and disrupt the development of students’ emotional wellness. The significance of
past research related to SEL helps to understand the need for schools to prioritize students
feeling valued and safe by satisfying the social needs of young learners. The efforts of
educational reforms set the foundation for how SEL came to be and how teachers can apply these
practices in their classrooms. Chapter three will address the research methods employed to
determine the perceptions, beliefs, and needs of current elementary school teachers’ experience
with implementing SEL practices.

39

Chapter Three: Methodology
The purpose of this study is to examine the teachers' perceptions, beliefs, and needs in
integrating SEL practices in their classrooms. This chapter outlines the study's research design
and provides an overview of the participants and sample selection. Data collection procedures
and the instrumentation used to conduct the study are reviewed. Finally, to ensure the
participants' safety and confidentiality, the data analysis format is delineated, along with ethical
considerations.
Research Questions
The following research questions guide this study:
1. What are teacher perceptions regarding the strategies they employ at Kealoha
Academy Elementary to promote SEL in their classrooms?
2. What are teacher needs in integrating SEL in their classrooms at Kealoha Academy
Elementary?
Overview of Design
The study used a qualitative approach with semi-structured interviews. A qualitative
study was the most appropriate method for examining how teachers perceive SEL practices. This
type of study allowed me to explore my research questions in an in-depth manner, areas that are
unique to the experiences of current elementary school teachers, and to examine how different
situations occur and are perceived (McGrath et al., 2019). Merriam and Tisdell (2016) affirmed
that semi-structured interviews “assume that individual respondents define the world in unique
ways” (p. 110). In semi-structured interviews, questions are flexibly worded, allowing the
participant to describe their understanding of SEL (Merriam & Tisdell, 2016). The following
40

table illustrates the appropriate sources of instrumentation I use to answer my research
questions.

Table 1
Research Questions as Instrumentation
Research Question Interviews
What are teacher perceptions regarding the strategies they employ at Kealoha
Academy Elementary to promote SEL in their classrooms?
Yes
What are teacher needs in integrating SEL in their classrooms at Kealoha
Academy Elementary?

Yes

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Research Setting
The research setting for this study was Kealoha Academy Elementary School in Hawaii.
Kealoha Academy is a co-ed kindergarten through 8
th
grade elementary school that integrates
social and emotional learning school-wide. The school has been involved in multiple
professional development opportunities, training teachers across the State of Hawaii. The
average class size is approximately 20 students, allowing teachers to give adequate attention to
SEL practices. The elementary teachers at this school are a good fit for exploring this topic.
The Researcher
As an educator in a private school, I strive to help students achieve their full potential by
shaping their ideas and being a role model. I believe that it is imperative to first understand the
socio-cultural dynamics ingrained in my positionality and identity as an educator and, most
importantly, acknowledge my students' positionalities and identities. Just as Douglas and Nganga
(2013) emphasize, "having a position is expected; knowing your position is important, and
naming one's position is vital, but critically reflecting on how your interactions impact your
interactions with students" plays an integral role in being an “anti-oppressive pedagogue" and a
leader who will "radically love all students” (p. 77).
My positionality is apparent in my goals as an educator and mother of two children. As a
Native Hawaiian, I embraced being a minority and have learned to prosper in educational and
noneducational conditions because of this identification. My great-grandfather, the patriarch of
my family, set the foundation for his successors to carry on the Hawaiian values that were the
essence of his true spirit. These virtues are Malama, caring for each other; Laulima, working
cooperatively; Lokomaika'i, sharing; Pono, being moral and proper; 'Imi' ike, to seek knowledge;
42

and Ha'aha'a; to be humble. I take to heart these virtues as they challenge me to work diligently
to accomplish my goals and lead me to my passion for social and emotional learning.
As I seek to understand the perceptions and beliefs of current elementary school teachers'
experiences with integrating SEL practices into their classrooms and their needs, I acknowledge
that my personal experiences have shaped my perceptions of implementing SEL practices. I wear
the hat of an administrator and teacher at an all-boys school, striving to implement the full extent
of SEL practices in the upcoming school years. I have been working with the dean of mission
and identity and the counseling department to brainstorm how teachers can implement SEL
within our school culture. Creswell (1998) acknowledged that qualitative researchers include
their experiences in the research study. Maxwell (2013) argues that the researcher's values and
expectations can influence the analysis. Therefore, to avoid this from causing adverse effects on
the study, the researcher must acknowledge personal biases and share how they will cope with
them. Through my experience, I pledge to be reflective by monitoring my preferences and
emotions to support the integrity of the qualitative research. I understand that my role as a
researcher is to understand the perceptions of other teachers' experiences. Therefore, my personal
experiences should not interfere with the interview responses of my participants.
Data Sources
Interviews were used as the primary data collection tool to address all research questions.
Interviews were conducted through Zoom with 10 elementary school teachers from Kealoha
Academy Elementary School.
Interviews
Merriam and Tisdell (2016) argued that interviewing is obligatory when we cannot
observe behavior, feelings, or how people make sense of the world around them. Interviews will
43

be most appropriate to answer the research questions in understanding teachers' perceptions,
beliefs, and needs related to integrated SEL practices in their classrooms. I will conduct the
interviews through Zoom to respect Kealoha Academy's COVID-19 safety protocols. The
interviews will follow an organized protocol (see appendix A) that I will record and transcribe to
ensure that I accurately capture responses. Interviews will be approximately 45 minutes long,
and participants will have the opportunity to ask any questions regarding the study following the
discussion. Conducting the interviews virtually will allow participants to choose a meeting
location and be comfortable in their environment.
Participants
The basis for the selection of participants in a qualitative inquiry depends on various
factors, including, what the research wants to grasp, the research model, the type of study, the
context of the study, the procedure of collecting data, and the type of inferences needed
(Creswell & Creswell, 2017, Hatch 2002; Merriam & Champagne, 2005). The target population
for this study consists of current elementary school teachers at the kindergarten through 5th-
grade levels. The selected teachers should be able to contribute insight and knowledge in
answering the research questions. In qualitative research, Maxwell (2013) shares that selecting
the appropriate times, settings, and individuals that can assist you with answering your research
questions is the most critical aspect to consider. I will use a purposeful, convenient sample
process to select elementary school teachers from Kealoha Academy that meet the following
criteria: (a) the individual is a full-time elementary school teacher in the K-5 division, (b) the
individual is currently integrating SEL through school-wide practices (c) the individual is
familiar with using a digital platform such as Zoom to meet.
44

I will purposefully choose eight to 10 teachers to participate in this study. Participants
will complete one interview of approximately 45 minutes. This qualitative design will further
advance the research on teachers' perceptions, beliefs, and needs in integrating SEL practices at
Kealoha Academy Elementary.
Instrumentation
Instrumentation for this study includes semi-structured interviews with eight to 10
elementary school teachers. Merriam and Tisdell (2016) acknowledge that researchers in
qualitative studies most commonly use semi-structured interviews. My interview protocols (see
appendix A) include semi-structured questions that provide an organized format for participant
feedback. The interview protocol guided my study to ensure that I produced quality and
influential work promptly. I also used an audio transcription program to capture each
participant's responses through the recording features from my Zoom account, iPhone, and
MacBook to have multiple options for accessing data. After 3 years, all recordings will be
destroyed.
Data Collection Procedures
I used interviews as a data collection strategy. Qualitative interviews allow researchers to
initiate a discussion with participants to gain a sense of their experiences and discover the
denotations that participants use to make sense of their worlds (Janesick, 2011; Hatch, 2002).
According to Janesick (2011), a qualitative researcher has the opportunity to connect to the
participants’ experiences and build a connection with them, which are critical factors in building
a trusting and comfortable environment to conduct the study. By building trust early on,
participants will feel more compelled to tell their personal stories.
45

I used guiding questions from my interview protocols that assisted the participants in
talking about their perceptions, beliefs, and needs in integrating SEL practices. Following
approval from the Institutional Review Board (IRB) and Kealoha Academy, I sent an
introductory email to kindergarten through fifth-grade teachers and their principal to ensure that
she was aware of the communication between the teachers and me. This email contained a letter
introducing myself, sharing about my study, and requesting for teachers to participate in my
research.
Once participants agreed to be a part of my study, I sent an email thanking them for their
interests and shared a link to sign up for interviews through Zoom. The sign-up sheet included a
variety of dates and time slots that allowed participants enough time to incorporate this meeting
into their schedules. I was fully understanding of participants that needed to reschedule due to
unforeseen circumstances and accommodated them accordingly. I gave all participants a $5
Starbucks gift card as a token of my appreciation.
Data Analysis
After the interviews were complete, I analyzed, interpreted, and organized data using
Creswell and Creswell’s (2017) six steps for data analysis and Merriam and Tisdell’s (2016)
guide for qualitative data analysis. First, I organized and prepared my data by gathering my
audio transcriptions. Second, I examined the data to gain a sense of the overall significance of
each participant’s responses. Third, I began coding by chunking my data and establishing
specific categories. Merriam and Tisdell (2016) share that coding is “designating various aspects
of your data so that you can easily retrieve specific pieces of the data'' (p. 199). Next, I reviewed
all audio transcriptions to identify the emerging themes and determined how I was going to
interpret these themes in my qualitative narrative. Lastly, I analyzed the data and established
46

meaning from my findings and results that will help me answer my research questions (Creswell
& Creswell, 2017).
Credibility and Trustworthiness
Tilman (2012) shares that researchers must be cognizant of their cultural knowledge,
perspectives on race, and the effect of perceived insider and outsider issues that may cloud their
thinking. Before conducting the research, I evaluated my sense of credibility and trustworthiness
to ensure that I completed this study honestly and reliably. Patton (2015) shares that the data is
determined reliable by the quality of the researcher’s competence" (as cited in Merriam et al.,
2016). As a researcher, I stood firm in using the data only for my research, and only those
involved in the study had access to the information.
Ethics
Roberts and Hyatt (2010) affirm that the primary research must examine and illuminate
data through a non-bias, honest, and accurate approach. Following IRB approval, I collected and
securely stored data electronically. After 3 years, I will dispose of the data. Roberts & Hyatt
(2010) strongly recommends electronic files remain confidential and unavailable to the public.
Participants in the study were strictly voluntary and participant identities remained confidential. I
asked participants to complete a consent form before participating in the study and utilized data
codes and pseudonyms to avoid identifying participants (Fraenkel et al., 2019).
Patton (2015) emphasizes that an interviewer is to remain neutral (as cited in Merriam &
Tisdell, 2016). Although I had no prior contact with the participants, I understood that my role
was not to engage as a mentor/mentee or initiate conversations outside of the purpose of my
study. My role was to gather data even if participants may or may not have enjoyed sharing their
knowledge, opinions, or experiences. Patton (2015) recommends that referrals to resources
47

should be provided if problems are shared during the interview that indicated the need for
additional assistance.
Summary
This chapter provided an overview of the methods I used to conduct this qualitative
study. Research questions, research design, data analysis, and ethical considerations were
described. Chapter 4 presents the study’s findings, correlated to the research questions, and
elaborates on the data collection and analysis described in this chapter.

48

Chapter Four: Findings
This study examined teachers’ perceptions, beliefs, and needs in implementing social and
emotional learning practices in their classrooms. The following research questions guided this
study.
1. What are teacher perception regarding the strategies they employ at Kealoha
Academy Elementary to promote SEL in their classrooms?
2. What are teachers needs in integrating SEL in classrooms at Kealoha Academy
Elementary?
This chapter presents the key findings from qualitative semi-structured interviews of 10
teachers in an elementary school. The presentation of the findings is organized by research
questions. The findings in each section include the themes that emerged during data analysis to
answer the research question. Each theme is then discussed in a separate sub-section. Evidence
for all findings is presented in the form of direct quotations from the interview to assist the
reader in evaluating the significance of integrating SEL in elementary school.
Participants
Ten teachers were purposefully selected for this study. The interviews were conducted
through Zoom to comply with social-distancing guidelines associated with the COVID-19
pandemic. Table 2 indicates the relevant individual demographics of each teacher. All 10
participants teach in the elementary division from kindergarten through fifth grade. As
previously noted, all participants are referred to using pseudonyms to ensure confidentiality.
These pseudonyms will be integrated into the discussion of the findings throughout this chapter.

49

Table 2
Participant Demographics
Participant Title Age Highest
level of
education
Years of
teaching
experience
Years at
study
school
Ms.
Bernadette
Kindergarten
teacher
28 years
old
Masters 12 years 12 years
Ms. Gomes Kindergarten
teacher
24 years
old
Masters 13 years 8 years
Ms. Harper Kindergarten
teacher
48 years
old
Masters 4 years 4 years
Ms. Daisy Grade 1
teacher
41 years
old
Masters 22 years 11 years
Ms.
Chandler
Grade 1
teacher
25 years
old
Masters 9 years 3 years
Ms. Avery Grade 2
teacher
52 years
old
Masters 4 years 4 years
Ms.
Gretchen
Grade 2
teacher
37 years
old
Masters 16 years 10 years
Ms.
Beckham
Grade 3
teacher
26 years
old
Bachelors 16 years 6 years
Ms. Dukes Grade 4
teacher
34 years
old
Bachelors 10 years 7 years
Ms. Fiona Grade 5
teacher
66 years
old
Masters 43 years 24 years

“Ms. Bernadette” is completing her twelfth year of teaching in kindergarten. She prides
herself in inspiring young minds to reach their “full potential in all they do.” Regarding her view
on social and emotional learning, Ms. Bernadette said, “My goal is to make a difference in the
lives of students from various socioeconomic statuses, and I am grateful that SEL has paved the
way for me to understand students’ needs.”
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“Ms. Gomes” has been in education for nearly 13 years and has taught both first and
second grades before becoming a Kindergarten teacher at Kealoha Academy. She has been a
phenomenal asset in elementary, inspiring kids to “celebrate their uniqueness” and “discover
their purpose.” When Ms. Gomes was asked to reflect on her experience with SEL, she shared:
“SEL has reassured me that I am right where I belong, serving and supporting children in their
formative years of schooling.
“Ms. Harper” is in her fourth year of teaching Kindergarten. Aside from her experience in
the classroom, Ms. Harper currently serves on Kealoha Academy’s social and emotional learning
committee, where she can contribute “ideas and brainstorm ways to make SEL more inclusive
and purposeful for all students.” Ms. Harper said that as an educator with only four years of
experience, she “could not imagine integrating a more effective practice than SEL.”
“Ms. Daisy” brings forth 22 years of experience, with 11 years dedicated to serving first-
grade students at Kealoha Academy. She was overjoyed to share “the happiness she feels” when
she saw her first-grade students in the morning. Ms. Daisy views social and emotional learning
as one where she can “connect with children in their critical years and support them in finding a
balance between their academic and emotional well-being.
“Ms. Chandler” is in her ninth year of teaching, with three years dedicated to teaching
first grade at Kealoha Academy. Currently, Ms. Chandler is experiencing her first year on the
Social and Emotional Learning Committee and “enjoys every moment to mingle and
collaborate” with her colleagues. Ms. Chandler is excited to engage in meaningful and rich
conversations centered on developing the whole child and firmly believes that “social and
emotional learning is critical to students’ overall development.”
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“Ms. Avery” is completing her fifth year in education, with 2 years dedicated to serving
in special education in the Department of Education (DOE) system. Ms. Avery was delighted to
share that her dedication to education “extends far beyond academics.” Her view of social and
emotional learning was that the “best way to change the world is to help the minds of the future
to be better people and overall good human beings.
“Ms. Gretchen” has been in education for 16 years, with the last 10 years at Kealoha
Academy Elementary. She has a variety of professional experiences as an elementary teacher
ranging from general to special education and is currently a grade two teacher. Ms. Gretchen
enjoys coming to work and looks forward to seeing her “students achieve learning milestones.”
Although a teacher’s job can be challenging, she said her students’ success stories motivate her
to “never give up.” Ms. Gretchen shared: “SEL comes so naturally for me. Teaching may not be
the highest paying job, but the joy students bring into our lives is priceless.”
“Ms. Beckham” has remained committed to educating youth for over 15 years and
currently teaches grade three at Kealoha Academy Elementary. Inspired by her experience as a
first-time mother, she did not want to “miss a moment” in her own kids’ lives. When Ms.
Beckham was asked to reflect on her experience integrating SEL in her classroom, she shared:
“As a teacher mom, I always strive to be nurturing and understanding towards my students’
needs. I always reflect on whether or not I would want my children to experience the same
environment.”
“Ms. Dukes” has 10 years of experience in elementary school with a strong passion for
science. She is currently in her 7th year at Kealoha Academy teaching 4th grade and has
“coordinated the science fair for over 5 years.” Ms. Dukes described a strong connection
between students’ social and emotional development and academic achievement by stating, “I
52

love what I do. The joy of helping students achieve their greatest potential through science
projects is one of the many reasons I teach in the elementary division.”
“Ms. Fiona” is a veteran educator, having taught for more than 40 years, serving in roles
ranging from elementary teacher, dean, vice-principal, and principal. She is grateful to be back in
the classroom this year, “fulfilling her passion for teaching.” She shared the following about
social and emotional learning: “I want all children to succeed academically and emotionally. Our
caring family environment is the defining difference between our school and other schools.
Everything we do is centered on our mission.”
These ten participants each demonstrated a commitment to social and emotional learning
through their efforts to prioritize these practices in their elementary classrooms. The following
sections discuss the participants’ perspectives on the research questions, which focused on
teachers’ perceptions and needs in integrating social and emotional practices.
Research Question 1: SEL Classroom Strategies
The first question sought to identify elementary school teachers' strategies to promote
SEL in their classrooms. After reviewing the data, three overarching themes emerged in
promoting SEL in elementary classrooms: Creating a Buy-In for SEL to Meet the Needs of the
Whole Child, Facilitating and Empowering the Process for Effective Implementation, and
Strengthening School-Family Partnerships. These three themes are discussed in detail, with
evidence, in the following subsections.
Theme 1: Creating a Buy-In for SEL to Meet the Needs of the Whole Child
For the study participants, the common idea was that successful collaboration leverages
the collective knowledge of a team and improves the overall experience of SEL. Each teacher
that was interviewed recognized that SEL involves consistent communication, collaboration, and
53

cooperation in meeting the whole child and can contribute to teachers buying into SEL as a
promising practice. All 10 participants indicated that creating buy-in is critical to effectively
integrating social and emotional learning. In evaluating the data, all 10 participants also
referenced common themes associated with taking a holistic approach to SEL. Participants
recognized that when they reflected on creating buy-in for SEL and meeting students’ needs,
they reflected on developing the whole child and placing their social and emotional needs
alongside quality teaching and learning. For example, Ms. Fiona related, “I am so happy at the
number of people that have bought into SEL at our school and believe in the process. It is
awesome to know that developing the whole child is our top priority.” The most frequent foci of
participants’ drive to buy into SEL were reflecting on how they could improve their interactions
with students to meet the whole child's needs.
All ten participants highlighted that, as a school-wide approach, SEL sets the foundation
for students to be positive, mindful, and well-connected to their feelings. Teachers elucidated
that being a part of the planning process for SEL initiatives sets the foundation for successfully
implementing practices that inspire curiosity and encourage conversations centered on SEL. For
example, Ms. Daisy shared, “The main goal for our school is for kids to have a happy and
enjoyable life, and not only as a student but when they leave the school and continue in their
future career paths.” This philosophy is also present in the initial planning process of the school
year. Ms. Avery mentioned that:
Prior to the school year starting, we all attend a three-day training session on SEL and
discuss the responsibilities of each grade level. We go over our plans in introducing,
executing, and maintaining SEL practices to keep students engaged and comfortable in
balancing their academic and social emotional well-being.”
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Students are inspired to “buy in” to SEL competencies because the entire school community is
involved. According to Ms. Gretchen, when people are “empowered and buy into what it is we
need to do, and they embrace the ‘why’ of SEL,” the outcome will become that much more
meaningful and special to witness. Once teachers can buy in, efforts must be made to ensure that
teachers are willing and able to sustain SEL practices as a school-wide approach. Ms. Avery was
one of 10 participants that recognized that SEL is not meant to be an “independent practice” but
rather an opportunity to infuse SEL into what is already being taught as a school.
Integrating SEL As a School-wide Approach
Study participants identified integrating SEL as a school-wide approach at Kealoha
Academy as a factor in creating an inclusive environment centered on SEL in elementary. All 10
participants strongly advocated for SEL to be a school wide approach. These practices included
sharing about SEL from their teacher onboarding stage and throughout their academic planning
in the school year. While the study participants did not name specific ways, the school uses SEL
as a school-wide approach, many referenced their freedom to tailor their classroom lessons
around what is, as Ms. Dukes shared, most suitable for elementary students to increase self-
awareness, academic achievement, and positive behaviors. The importance of having all
members of the institution committed to putting forth an effort to integrate SEL into everything
they do was evident in all aspects of data collection. A clear vision was an integral part of the
transition back to reopening schools after an uphill battle of facing the unknown presented by the
COVID-19 pandemic. According to Ms. Chandler:
As adults, we were scared to come back to campus and needed a way to talk about our
emotions and our fears. We had to learn to trust again in order to build collegial
55

relationships where we were comfortable enough to describe emotions that sometimes we
are afraid of because we have a fear of being judged.
While SEL was always at the forefront of the school's mission, the pandemic inspired Kealoha
Academy to remain focused on a shared vision. Teachers that began the cycle of launching were
so enthusiastic, which made it much easier for the students to rebuild and reconnect with their
classmates upon their return. According to seven out of 10 participants, as a whole school
community, Kealoha Academy tried to make those adjustments by integrating SEL, knowing that
interpersonal and intrapersonal relationships would not happen automatically. Ms. Avery
described the transition as having to “rebuild the school system step by step, almost like
rethinking how to continue having vivacious kinds of exciting relationships, but with a mask and
being distant.” As a school wide-approach, 8 out of 10 participants recognized that their efforts
contributed to the greater good of the school's mission and identity and allowed authentic
partnerships between a student's home and school to form.
Integrating SEL to Support the Schools’ Mission and Identity
Study participants pointed to the Schools’ Mission and identity as the foundation for
educational outcomes. Many teachers spoke about the impact of elementary students seeing
themselves as a positive representation of their school community. All 10 participants referenced
SEL as “a strong part of the schools’ mission and identity.” In the process of supporting teachers
to utilize SEL as a school-wide approach, five out of 10 participants recalled how SEL was
initially planned. Ms. Fiona recalls:
Although the pandemic shed light on the significance of SEL, our school already had
plans to implement these practices. Initially, approximately 4 years ago, teachers and
56

administrators came together to decide how SEL would fit into our schools’ mission until
we realized not much discussion was needed because it was more than a perfect fit.
According to all 10 participants, the entire school’s learning expectations revolve around
students gaining experience to be “mindful and faithful citizens” in all aspects of their lives. Ms.
Chandler phrased it as, “SEL is a lifelong learning experience.” Majority of the participants
recognized that it is imperative that “SEL is recognized as a learning expectation and not a
supplemental resource.” Teachers insisted that preparing students to become responsible
individuals in a challenging society through integrated experiences is imperative and a way for
students to find value in the school’s mission through all areas of their curriculum.
Integrating SEL Into Daily Practice
Developing the whole child in elementary for teachers means consistent representation,
recognition, and respect at all levels of the faculty and staff, including administrators, teachers,
coaches, and facilities management. Beyond integrating SEL at school, extracurricular leaders
are also tasked to carry on SEL during after care programs, activities, and school-wide events,
Ms. Gomes shared. In developing integrated experiences, SEL can often be viewed as what
seven out of 10 participants referred to as a "standalone curriculum." As students become
accustomed to identifying their emotions through SEL practices, "they begin to view SEL as a
daily routine and a practical way of coping with their emotions." When teachers take the
initiative to prioritize SEL, teaching students how to manage their feelings becomes a "natural
motivation, rather than a premeditated routine." Students begin to accept that "their feelings
matter, in and out of the classroom setting." Ms. Harper described the elementary morning
routine as a "moment of reflection and self-care." Every day, elementary students participate in
the morning assembly as an entire school. Parents are invited to stay and watch while students
57

make time to pray, say the pledge of allegiance, and share the SEL word for the week. According
to Ms. Beckham:
This year, our school created a calendar with an SEL word of the week. This helps to
keep students accountable and serves as a reminder that we are all not alone. We all are
working towards a common goal of helping one another embrace life, even when faced
with unforeseen circumstances.
Ms. Daisy was proud to share that aside from an SEL word of the week; her daily routine
also consists of an “I see you box.” When students notice a classmate doing something
extraordinary or working hard on a given task, they can go to the box and write an anonymous
message to their classmate. Ms. Daisy makes it a priority to read the notes at the end of the day
and model the importance of recognizing the good in others. Every day students practice some
form of writing to express positive actions and their sense of emotions.
Ms. Harper takes a different approach to setting a routine with her kindergarten class. She
recognizes that kids often come to school without social skills, especially the current
kindergarteners who experienced their first years of preschool in a pandemic. Many students
have never stepped foot into a childcare or preschool center and are unfamiliar with how to
interact with their peers. As a result, Ms. Harper shared, “Dedicating a whole initiative and
putting SEL at the forefront of our mission is important. Now more than ever before, our
students need to learn solid social-emotional learning skills or social skills in general.”
Ms. Gretchen and Ms. Avery describe SEL as a strategy to “enhance what is already in
place.” They were delighted to share that SEL starts at the beginning of the day when students
first enter their classroom. SEL is “sometimes informal or sometimes explicit.” A simple “how
are you feeling? Would you like to draw something that represents how you feel? Is something
58

bothering you this morning?” is often used as a bridge to take students from where they are to
where they want to be. When students enter the classroom, they may still be distraught by
something that occurred during their morning routine. In this case, when SEL is embedded in the
classroom routine, teachers can identify how students are feeling and use their reactions to
redirect their attention to positive thoughts so they can gain the confidence they need to get
through the school day.
Allocating Time to Monitor Student Progress and Create Cross-Curricular Connections
Allocating time to monitor student progress and create cross-curricular connections is a
topic that eight teachers mentioned, highlighting the significance of ensuring that SEL is not seen
as a “standalone curriculum.” In integrating SEL into daily practice, eight out of 10 teachers
found “monitoring student progress” effective in making cross-curricular connections. Ms.
Gomes, for example, shared, “Before we start a lesson, we need to ensure students understand
the purpose of what we are doing and can make connections to their own lives.” Most
participants stressed the importance of allocating time to monitor how students’ progress with
SEL and checking in often to ensure students gain the most from their learning environment. Ms.
Harpers states, “When we dedicate time to monitor student progress, we can teach more
effectively and decide on the type of instruction needed to best serve all students in the
classroom.” All ten participants referenced “timing” as essential; taking a step back to think
strategically about when SEL is appropriate is critical. Although SEL is a significant part of
creating a space for students to have careful, challenging, and constructive conversations,
participants noted that students might have days where they do not favor SEL initiatives.
Teachers need to be patient with the outcome depending on the severity of students’ emotions.
Ms. Gomes phrased her experience this way: “It is okay for students not to be okay. Give them
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time and space to feel what they are feeling, and check in with them later to see if there are any
changes.” Students may need help finding the right words to decipher why they feel the way they
do and may become more frustrated in explaining themselves.
When Ms. Gretchen encounters a student that feels discouraged with SEL use, she makes
it a priority to respect their decision and let the students have their time. Through her previous
experiences, she noted that students will eventually change their perspective of SEL and begin to
realize that it is a practice that places their best interests at heart. As Ms. Harper shared:
It is not that students are discouraged by SEL use, but rather that they do not understand
how to use it or apply it to their everyday life. Modeling what it looks like as educators is
critical for students to see that this practice can be rather useful in all that they do.
To maintain consistency through implementation of SEL, SEL is “most effective when
integrated in all areas of the elementary school curriculum.” Ms. Bernadette believes that
implementing SEL practices as a separate program is “Not the end all be all where we teach it
now and never talk about it again.” Although Kealoha Academy does have a SEL curriculum in
place that students use, the impact SEL has on students does not end there. Teachers shared that
SEL is “used in all subject areas to ensure that students never forget how to balance their
emotions.” Ms. Avery shares that, “SEL begins from how we relate to our students, what we say
to them, and how we make time to check-in on their emotions, especially when they are about to
take an exam or complete an assignment and feel completely overwhelmed.” Students learn that
SEL can be used in all that they do to help them understand what they are learning, why they are
learning it, and how what their learning applies to the real world.
All 10 participants were confirmed that in the process of teachers dedicating time to
monitor student progress; students begin to learn the value of reflecting and restoring their
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behavior. Once students accept that their emotions can often trigger their behavior, they begin to
reflect on their choices as a person who is a “victim and as a person that is guilty of victimizing
others.” Teaching students to restore their behavior is critical. Participants shared that it is often
common for teachers to immediately use consequences as a form of discipline for one’s
behavior. Ms. Daisy argued this point further by stating:
We are not helping students to correct their behavior by immediately punishing them for
their actions. By punishing students for their wrongdoings, you are not allowing them to
restore that behavior. Some questions that teachers should ask students are:
● How did you feel at that moment?
● How do you think the other person felt?
● What are you going to do to restore this situation?
Classroom visuals displaying restorative questions are very present in the classroom and are a
helpful guide for students to reflect as needed throughout the school day. In addition, all 10
participants indicated that they carry a set of restorative questions posted on their employee ID
cards. When students get into an altercation during recess or class time, teachers are in a routine
to de-escalate situations by using SEL practices. Ms. Daisy phrased her experience with
restorative practices as a way for the “whole school to use the same strategies and techniques to
ensure SEL is always present.” Additionally, seven out of 10 participants associated restorative
practices as a way to prepare students for their “future.” They recognized that Elementary marks
the beginning of a child’s academic journey until their subsequent departure into college or
future career paths. According to Ms. Fiona, “these critical years have long-lasting effects as
students learn to take intellectual risks, gain independence and build self-awareness.” It was
evident from the data collection that Kealoha Academy continues to be mindful of students’
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needs at the different system levels and seeks to accommodate students who need more
individualized attention academically and emotionally.
Preparing Students for Their Future
Further expanding on teacher perceptions of integrating SEL in elementary, participants
consistently reiterated that preparing students to be future-ready is paramount. In analyzing the
data, it was apparent that Kealoha Academy does not view SEL as a practice presented for the
“sake of the moment” but rather as a practice that can continue to impact students’ development
and overall academic experiences positively. When participants were asked to share their roles
and responsibilities in implementing SEL, nine out of 10 teachers used the word “future” to
describe SEL’s long-lasting effects on student learning. For example, Ms. Dukes also verified the
importance of preparing students for the future by highlighting the following:
It’s about teaching the students to build relationships and the importance of having
people around you. How can I help you rather than what can I get from you?
Participants shared similar perspectives of their driving force in using SEL. As Ms. Harper
related, “We want students to be successful academically, but also want them to be successful
emotionally so they can navigate through all of these complicated relationships they will one day
experience.” The work of SEL at Kealoha Academy continues to extend beyond the day-to-day
curricular expectations they must accomplish to achieve academic success. Although
accomplishing academic milestones is an accomplishment in itself, the work of SEL does not
stop there. Educators advocate for SEL to prepare students for a future that will present itself
sooner than they can imagine. Elementary sets the foundation for the transition of growth,
maturation, and development. A majority of participants referred to themselves as “SEL
facilitators” who are in charge of encouraging, motivating, and guiding students on their journey.
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Theme 2: Facilitating and Empowering the Process for Effective Implementation
The second theme explores the participants’ perceptions surrounding facilitating and
empowering the process of SEL for effective implementation at Kealoha Academy Elementary.
Participants were confident in sharing that “SEL is an exciting practice that never stops
growing.” Teachers identified various ways to support SEL and discussed the following key
practices: SEL as a team effort; reducing teacher burnout with SEL professional development;
engaging SEL competencies to create a culturally responsive classroom; gaining community
buy-in for SEL; and SEL amidst COVID-19 school slosures.
While teaching students the importance of SEL, teachers continue to embrace the impact
SEL is making on students’ academic and social-emotional development. Ms. Avery shared,
“Students have so much on their plate right now, and sometimes academics is so secondary
because they are just trying to deal with the day-to-day things happening in their lives.” As SEL
becomes more prominent in education, teachers are learning to integrate SEL competencies into
their daily practices while embracing every moment of learning, growing, and thriving with their
students. Ms. Daisy is confident that SEL is “highly effective when all members of the school are
involved in helping students to feel their absolute best.” In analyzing the interview responses, it
was obvious that teachers at Kealoha Academy are committed to embracing a paradigm shift
toward nurturing students’ well-being.
SEL as a Team Effort
Participants have found SEL to be highly effective when integrated as a team effort.
According to most interview responses, the success of SEL takes a strong group of motivated
individuals and a coordinated effort to create a school culture dedicated to social-emotional
learning. Creating school-wide systems that support the social and emotional welfare of students
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helps to give students a sense of empowerment and resilience to conquer life challenges. Ms.
Bernadette shares that, “Our role as educators is to facilitate and empower the process so that
great people and great things will come beyond us.” Leveraging the experts on campus and being
open to recruiting other experts from the community can provide meaningful support that
impacts students and their families.
A high-functioning group of educators that works productively together “towards a
common goal” can be a powerful experience for youth. Ms. Dukes mentioned, “Many schools
reach out to us saying they have only heard positive feedback on our efforts to implement SEL.
When that happens, we are open to sharing what we do and encourage them to do the same.” Six
participants highlighted that the joy of SEL includes “shared experiences” or individuals
collaborating and helping one another to see the positive impact this practice has on students,
families, and educators themselves. Ms. Avery noted that it is critical to recognize that no one is
ever alone in building and empowering youth of all ages as they develop their sense of purpose.
Seven participants also mentioned that recognizing how other schools find success is also a
powerful tool. Ms. Chandler shared, “I know we are not the only school finding success with
SEL, so we always get excited to hear of other schools doing amazing things with this practice as
well.” Reaching out to other schools implementing SEL provides a sense of normalcy that
everyone is encountering similar strengths and challenges as they work towards setting a solid
foundation for students to excel academically and emotionally. Ms. Beckham often ponders the
question, “As a team, if we are not implementing SEL throughout the day, what are we doing for
students and their future?” Eight out of 10 participants repeatedly referred to “modeling” as an
imperative way to teach students practical self-regulation strategies.
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Ms. Bernadette mentioned that in the process of collaborating with individuals to
understand how SEL works, modeling becomes a positive tool to influencing the learning
climate. Modeling is an effective instructional strategy that allows students to “observe the
teacher’s thought process” and coping mechanisms. Ms. Harper emphasizes that modeling what
SEL looks and feels like is critical in helping students understand the value of SEL in their lives.
She explains:
As educators, we should always model what we expect our students to follow. Modeling
should continue from students' first experience entering pre-school to their senior year
and beyond. They should always have an example to live by and recognize that teachers
also apply what they preach in their own lives.
Most participants shared that, in order to get students to appreciate what they are
learning, teachers should recognize that their feelings are just as important. Students must see
that “teachers share similar emotions” and are entitled to have good and bad days. Modeling
what it means to be human is critical for students to know that they are not alone. A majority of
participants highlighted that a whole-child approach to education values the humanity of each
individual and is crucial in inspiring students to reach their highest potential. This begins with
creating “environments of belonging” where students and teachers feel comfortable growing
from their mistakes and failures. Nine participants mentioned the need for more “professional
development” to improve their classroom performance and their potential to connect with
students.
Reducing Teacher Burnout with SEL Professional Development

For students requiring more extensive social and emotional learning interventions,
participants shared the significance of integrating more professional development to reduce
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teacher burnout. Six out of 10 participants discussed the “lingering emotional effects” caused by
the COVID-19 pandemic and the importance of professional development to “reignite their
passion for teaching” and “reduce teacher burnout.” Ms. Dukes, for example, recalled her recent
experience attending a PD on SEL in which she discovered a "new perspective" to not just
“survive being a teacher, but truly thrive on being the best she can be” for her students.
Similarly, Ms. Beckham mentioned, “The more we learn about SEL, the more motivated we will
become to implement these practices.” Most participants favored the opportunity to dedicate
more time to attending professional development as a whole group and were optimistic about the
effectiveness of learning and collaborating for the success of their students.
As Ms. Grethen states, “Learning does not stop.” Through professional development
opportunities, teachers become up-to-date with the latest teaching practices that help them
acquire new knowledge and skills to succeed and meet their professional goals. A majority of
participants appreciated the effort their school has made to provide training for SEL. Ms. Avery
describes SEL PDs as a “way for teachers to learn how to think outside the box.” According to
Ms. Bernadette, teachers who attend professional development are highly encouraged to present
or share what they have learned upon their return. Sharing the knowledge with their peers can
allow teachers to “learn and develop” new strategies while still strengthening old systems
connected to pedagogy. In addition, Ms. Gomes added that professional development also helps
teachers to understand the significance of developing a culturally responsive environment to
support school-climate building.
Engaging SEL Competencies to Create a Culturally Responsive Classroom
Culturally responsive teaching is often influenced by the curricular content students are
exposed to during instruction. Participants shared that creating a more culturally responsive
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classroom helps to elevate students’ “experiences, perspectives, and cultures.” Ms. Avery further
explained her perspective on culturally responsive teaching by sharing, “As teachers, we must be
committed to affirming and sustaining students’ unique backgrounds and communities of
origin.” Eight out of 10 participants recognized that teachers must account for working with
students from different backgrounds, beliefs, and abilities. Creating a culturally responsive
foundation that “respects diversity” based on student cultures and identities is essential. SEL
teaches students to apply the five critical SEL competencies to become socially aware,
responsible decision-makers, build positive relationships, manage their emotions, and become
mindful of their feelings. However, integrating culturally relevant SEL allows teachers to
"understand different cultures" and advocate for fair treatment of oppressed groups.
Ms. Gomes shares one example in which she “selects a wide range of literature and
educational resources that honors diverse authors and cultural experiences.” As a Kindergartener
teacher, Ms. Gomes recognizes that students can have meaningful conversations that help them
relate to their own cultural identities and personal experiences. Ms. Gomes stated, “kindergarten
students get so excited to make connections to what they are reading. Although sometimes it can
be super silly, it is so fun to see them try their best to relate to others at such a young age.” In the
process of developing a culturally responsive SEL environment, Ms. Bernadette alluded to being
able to receive “community buy-in.” All 10 participants were concerned about student wellbeing
outside of the school environment and recognized that the community they reside in could either
have a positive or negative impact on their emotional growth. “Teaching students to apply SEL
in their interactions with the community is vital,” asserted Ms. Chandler. Ms. Chandler stressed
the importance of preparing students for the real world while being mindful that they will all
partake in different ventures in the community beyond their school environment.
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Gaining Community Buy-in for SEL
Study participants discussed societal influences as intentional and unintentional efforts
that can influence a student’s beliefs, attitude, or behavior all of which teachers have limited
control over. All participants were confident in the role SEL plays in a school setting but
recognized that they could not control what students encounter in the community. Ms. Beckham
exclaimed, “We can only hope and pray that students will carry on what they have learned about
SEL in their interactions with their community outside of school.” Students need to learn coping
skills to help them manage situations that trigger their emotions. In the words of Ms. Beckham,
“we must teach students to be comfortable having uncomfortable conversations.” Some
responses from participants focused on how students are often surprised when encountering
scenarios that go against their morals and values. It is imperative to teach students to “balance
what they know” and what they will eventually learn in their interactions with peers and future
endeavors. Ms. Dukes states, “Students must learn to value themselves first before they can go
out into the world and value others.” The COVID-19 pandemic was just one example of how
students learned to navigate environmental changes academically, socially, and emotionally.
SEL Amidst COVID-19 School Closures
The COVID-19 Pandemic was a topic teachers recalled influencing their decision to
implement SEL fully. Participants referenced the pandemic as a significant part of their recent
teaching experiences and journey to create a new sense of normalcy for students. According to
Ms. Dukes, “School closures and social isolations affected how students learned and interacted
with one another.” The transition to distance learning was unfamiliar for most and created one of
the most considerable disruptions in the education system in human history. While students were
learning to adjust to a “new way of life,” teachers were learning to adapt to a “new way of
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teaching.” Teaching did not only require ensuring that students were obtaining an academic
understanding of grade-level content but also required teachers to ensure that students were
mentally and emotionally okay to participate through an online platform.
Ms. Gretchen recalled her experience with SEL before the pandemic compared to using
SEL in her classroom post-pandemic. She remembered that “When Kealoha Academy first
introduced SEL, the school took a basic approach of checking in with students [using simple
questions like:] ‘How are you feeling?’ ‘What made you happy or sad today?’ ‘Can you please
draw how you feel?’” However, when the pandemic became more intense, and schools were
unsure when they would reopen, Kealoha Academy started to act fast. A simple wellness check
was no longer enough for teachers to fully understand how students were feeling. Ms. Harper
took wellness checks to a higher level by incorporating daily reflections, whole-group
discussions, and individual meetings. In addition, she sought to create activities that allowed
students to increase their critical thinking skills, think about their thinking, and effectively
complete required assignments and assessments. Ms. Harper felt responsible for promoting
continuity of learning and boosting student engagement affected by the COVID-19 pandemic.
To ensure that the mission of Kealoha Academy continued to take an integral part in the
student’s learning environment, one of the most prominent challenges teachers began to face was
helping students "remain positive and hopeful." Students were worried about the outcome of the
pandemic and needed reassurance that everything would fall into place. Although teachers were
uncertain, being present and available for students to have meaningful conversations became
critical. Students yearned for a sense of normalcy, and teachers played an important role in
keeping students hopeful for the reopening of schools. Eight out of 10 participants called
attention to the significance of consistent communication with families during a critical time.
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Ms. Gretchen stated, “We are forever grateful for our Kealoha Academy families that trusted our
plans through this process and came together in partnership with us.” It was evident from
participants’ responses that Kealoha Academy is embracing the pandemic as a “turning point” in
utilizing SEL more consistently to make schools feel more inclusive.
Theme 3: Strengthening School-Family Partnerships
School-family partnerships have been a strong indicator in helping students develop
strong, social, emotional, and academic competencies at Kealoha Academy. Through the
unexpected occurrences brought on by the COVID-19 pandemic, a critical step in implementing
SEL to the best of the school’s ability was to “get families involved in the process” and continue
through their post-pandemic transition. Ms. Bernadette shares, “every quarter, we try to
implement an SEL family project or event for parents to get involved.” Participants strongly
believed that students should be heard and listened to at school and at home. Ms. Chandler
mentioned, “I think parents often disregard what children say. As a parent, I am guilty of this as
well.” The demands of everyday living often take parents away from fully investing time in their
kids’ day-to-day activities. Teachers recognized that planning events is an opportunity for
families to see that SEL is a collaborative process, allowing each child to develop a sense of
belonging. Kealoha Academy strives to strengthen its family-school partnerships through various
events, committees, and communication lines.
Family Engagement and SEL
Engaging families in their child’s education can help develop a lifelong love of learning
and ensure students are always safe, engaged, supported, and consistently challenged to
accomplish their goals. Most participants found “family engagement” critical to “building and
sustaining effective relationships.” Participants shared the positive effects of “Back to School
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Night” as one way for parents to learn important information about their child’s classroom
experience at the beginning of the school year. “Back to School Night” is one of many ways that
Kealoha Academy strives to create school-family partnerships to ensure parents and teachers are
on the same page with their child’s academic journey During Back to School Night, Kealoha
Academy strongly emphasizes developing the whole child through social and emotional learning
practices. Ms. Fiona describes the school’s first venture in getting families to participate in an
SEL activity for students to earn a casual dress day if they showed proof of family involvement.
Ms. Daisy recalls the outcome as “quite effective” as she shared, “I was impressed with the
efforts families put into our first SEL activity. I received a lot of positive feedback from my
classroom parents, who thanked our school for introducing them to SEL activities they can
participate in at home.” Eight out of 10 participants used “Back to School Night” as one example
to encourage families to utilize SEL at home and be involved in their child’s education.
Parent Teacher Committees to Enhance Children’s Social, Emotional, and Academic Growth
Parent involvement is a special part of strengthening the work of SEL into a students’
home environment. Parent teacher committees are voluntary and one way for parents to get
involved in helping to improve and enhance the learning environment. Eight out of 10
participants found that feedback from parents is as valuable in their child’s education as “parents
truly are a child's first teacher.” In her experience with teaching grade 4 for 10 years, Ms. Dukes
observed that part of SEL is to look for positive ways to praise people for their strengths. Ms.
Duke makes an effort to get parents involved in the learning process so students begin to
appreciate what their parents do. Students often yearn for praise, but do not realize that their
parents are equally wanting the same time of praise. In the process of parents working together
with teachers to plan for upcoming events, and activities, students begin to see that parents care
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about their success and want to be a part of their journey. Ms. Gretchen shares that “it is also
important to be mindful that not all students are raised by their biological parents.” Therefore,
students need to be reminded, “whoever their trusted adult or guardian may be, they are loved
unconditionally, and everyone is here to support them.” According to eight out of 10
participants, implementing SEL newsletters was a powerful way to promote SEL on campus.
SEL Newsletters
Teachers described a lot of positive experiences with utilizing SEL in their classrooms,
but also emphasized the importance of sharing and inspiring others to do the same. Participants
described the use of monthly newsletters as a way for each teacher to “highlight some of the SEL
activities they have done within their classrooms.” These newsletters are a helpful way for
families to stay connected to what is happening on campus even when they are unable to fully
participate in school-wide events and activities. Families enjoy learning more about how SEL
plays an integral role in developing the whole child. Ms. Bernadette was grateful for the
opportunity to keep families informed on what Kealoha Academy is doing to build student
engagement through SEL practices. According to Ms. Harper, SEL newsletters also allow
families to explore community events related to SEL. Families have taken full advantage of
learning more about ways to get involved in solidifying SEL as a continuous practice that
students are exposed to at home, in school, and their community. The majority of participants
identified the monthly SEL newsletter as a successful implementation.
SEL Family Workshops
All 10 participants highlighted the positive impact of SEL Family Workshops on their
transition. Ms. Dukes stated, “Quarterly workshops can also engage families in understanding,
managing, and addressing their child’s behavior.” Similarly, Ms. Gomes shared, “Parents play a
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critical role in supporting SEL at home. Therefore, whatever we can do as a school to help
parents feel confident in fostering their child’s emotional wellbeing is imperative.” Family
workshops can also be a way for “families to interact with one another.” Ms. Harper shared, “It
helps families know they are not on this journey alone. They will find that other families are also
dealing with similar challenges.” This philosophy was also evident when participants were asked
to describe ways they engage families in SEL. Although participants prioritized communicating
with parents regarding their progress with SEL in school, they were concerned that families still
needed more guidance at home and found the integration of family workshops a favorable
solution.
Discussion of Research Question One
Based on the study’s findings, creating a buy-in for SEL to meet the needs of the whole
child, facilitating and empowering the process for effective implementation, and strengthening
school-family partnerships are themes that promote SEL in elementary. The first theme that
emerged from the data was, “creating a buy-in for SEL.” It was evident in analyzing the data that
those dedicated to SEL can positively influence employees who are hesitant to implement new
strategies. Participants noted SEL to be highly effective in elementary school, making an SEL
buy-in necessary to ensure teachers are committed to creating a healthy community for all
students to reach their most significant potential.
Once teachers buy into SEL and see its benefits for children and adults, they can facilitate
and empower the process within their classrooms. All participants discussed the importance of
embracing the impact SEL can have on students when teachers are fully invested and committed
to integrating strategies in all areas of their curriculum. Participants endorsed that SEL is
effective when done as a team, and students see the positive impact it has on them when they
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receive the same narrative schoolwide. Teachers are responsible for modeling what is expected
and getting involved in professional development opportunities to help them stay up to date with
the latest training on implementing SEL practices in elementary schools. Educators have no
control over issues that occur in society but can help students to embrace difficult situations and
redirect their thoughts and feelings to more positive outcomes.
Participants acknowledged that engaging families as partners are essential to promoting
SEL throughout a child’s life. Teachers have limited control over a child’s home life but can help
establish a consistent positive school-family partnership. Students will see the impact that SEL
has on their school environment and their interactions within their community. Participants
shared their experiences with students needing a “trusted adult” they can rely on at home and in
school. Participants recognized that it is essential to begin a two-way communication plan
incorporating SEL across all key settings where students live and learn.
Research Question Two: Needs for Integrating SEL
Fostering teacher buy-in includes helping teachers build their expertise and capacity to
successfully lead, teach, and model SEL. Participants recognized that additional tools, support,
and resources are still needed to optimize classroom learning and reinforce the successful
teaching of SEL competencies. Most participants were mindful of areas that can assist them in
bridging the connection between current curriculum content and social and emotional learning.
In the process of analyzing the data, three themes emerged: teacher expectations and academic
performance; the importance of peer-to-peer collaboration; and supporting faculty and staff
wellbeing. These three themes are discussed in detail, with evidence, in the following
subsections.
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Theme 1: Teacher Expectations and Academic Performance
Sustaining a positive experience with SEL requires consistently addressing teacher
expectations to support students’ academic performance. All 10 participants recognized that
teachers with high academic expectations for their students are more inclined to understand ways
to progress their learning. Students may emotionally behave according to an increase or decrease
in teacher expectations. As Ms. Fiona shared:
Understanding the diverse needs of students and implementing the science of learning
that supports and generates new perspectives, seeks solutions, and inspires student
learning within an equitable academic environment is imperative.
Participants recognized that “what matters most in learning is what happens in the classroom.”
According to Ms. Gretchen, “Teacher quality and effectiveness are vital.” Therefore, “a
comprehensive, innovative, and collaborative support system” is critical to teaching and learning
success. Eight out of 10 participants mentioned that teacher expectations could affect academic
performance. Teachers who lack confidence in their ability to teach according to their students’
needs often encounter “more challenges in student performance.” Ms. Avery found that students
are more inclined to perform to the best of their ability when teachers are understanding and
patient with the outcome. Teachers that are optimistic about assisting students in meeting their
academic goals experience better results in encouraging students to “take ownership of their
learning.” Most participants were excited to share their success with “setting high expectations
for their students” but knowing when to adjust when students cannot keep up. According to Ms.
Chandler, “Finding a good balance is critical. We want students to know they can achieve
greatness, but sometimes they may fall short and need more guidance.” When situations like this
occur, Ms. Fiona advocates reevaluating her expectations and assessing whether her beliefs about
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students’ growth potential are reflected accurately in her instruction. If she finds areas for
growth, she makes it a priority to adjust accordingly to meet her students where they are
currently in their academics and gradually increases her expectations from there. A majority of
participants did have a “one size fits all” approach to their expectations and showed a wide range
of flexibility in monitoring academic progress.
Development and Ongoing Management
Most study participants shared that there are multiple benefits to development and
ongoing management as teachers continue advocating for and providing all students and families
with a quality education rooted in Kealoha Academy schools’ tradition. Teachers are committed
to “embracing the positive traditions and practices” that are already in place while working
diligently to ensure success in the future. Six participants were very happy to share that they are
pleased with the report they receive from administration, but are always open to feedback as SEL
becomes more prominent in the education system. Ms. Gomes asserted:
Even if we are finding success in SEL as a school, I believe we still need to continue to
develop and manage our progress. SEL is still relatively new for us and still has so much
potential for growth. Every year we are presented with new challenges and opportunities,
therefore, focusing on how we can become better is fundamental to all those involved.
A continuous review of what is working or not working can help to identify the academic gaps
and emotional support still needed to improve students’ overall learning experience. Ms.
Bernadette and Ms. Fiona both agreed that “SEL is a continuous process” in which schools need
to remain committed to developing and managing practices that will increase student morale and
become more inclusive to educating the whole child. Six participants mentioned the significance
of teachers being “accountable and transparent” with what they need to be successful.
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Accountability and Transparency
Accountability and Transparency are two needs teachers could use support with
throughout the school year. Teachers often hear the term “inspect what you expect.” This saying
remains true to Kealoha academy’s goal of integrating social and emotional learning practices to
develop the whole child. Teachers are held accountable for implementing SEL practices in
elementary and work collaboratively with their grade-level colleagues to ensure they are
transparent and open to practices that best serve their students’ needs. Ms. Daisy, Ms. Chandler,
and Ms. Dukes shared that “implementing unfamiliar practices is not always easy to integrate.”
Still, when teachers are guided by administrators who help them remain accountable and
transparent in all they do, the implementation of SEL becomes more natural. Ms. Harper shared,
“I am always open to having more administration presence and being able to show off the
wonderful activities we are doing in regards to SEL.” Ms. Bernadette mentioned the importance
of having accountability structures to create a path for teachers to understand their
responsibilities in integrating SEL in all curriculum content areas. Ms. Beckham believes that
“shared responsibilities lead to shared accountability,” where everyone works together to execute
unstructured and structured forms of SEL in the best way possible.
Theme 2: The Importance of Peer-to-Peer Collaboration
Study participants reported the need to have more peer-to-peer collaboration. All 10
participants were grateful to the Kealoha Academy administrators for supporting the SEL plan
and working towards creating a school structure that fosters trust and collaboration amongst
faculty and staff. Ms. Beckham expressed her gratitude, in particular, by sharing:
Integrating SEL practices into our weekly meetings has been fruitful for faculty and staff
to dedicate a moment to reflection and self-care. By the time we meet, we are all in
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different places with our emotions. Some of us are overwhelmed, tired, burnout, or need a
moment to breathe. When our SEL team starts our meetings with some form of reflection,
it helps us to redirect our thoughts and emotions.
Ms. Gretchen spoke briefly regarding the significance of collaboration by sharing,
“Seeing students and teachers grow and thrive is the most rewarding gift I can ever celebrate as
an educator. We need to ensure this never stops.” Nevertheless, participants acknowledged that
peer collaboration “does not always come easy.” Teachers are still in need of support in various
areas. For example, seven participants suggested more opportunities for collaboration and
classroom observations.
Classroom Observations to Support Grade-Level Transitions
Participants wanted to learn more about how peers are finding success with SEL and
were in favor of having more classroom observations to support grade-level transitions. While
administrative observations have been proven beneficial for teachers to receive feedback on what
they are doing well, their areas for growth, and strategies to improve, “the opportunity for
teachers to observe each other” is also a powerful strategy to build a systemwide SEL, according
to Ms. Fiona. Most participants expressed interest in learning more about what their colleagues
do in the classroom to engage their students and care for their emotions. They often get
“inspired” to implement similar strategies in learning what has worked for another teacher. Nine
out of 10 participants found it effective to share their SEL success stories and brainstorm ways to
further develop SEL as a team-effort.
A majority of participants also expressed the joy of seeing their students’ transition. As
Ms. Beckham explained, “We want to observe the progress they made and be present to see what
their new teacher continues to do to inspire their curiosity.” One suggestion for solidifying this
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plan made by Ms. Gomes was to “incorporate grade-level meetings” more consistently. The
more time teachers have to meet and interact with one another, the greater their chances are of
finding success with SEL implementation and holding one another accountable.
Grade-Level Meetings and Collaborative Planning
Finding time for collaborative planning amongst grade levels was also a need presented
by most participating teachers. Kealoha Academy’s SEL team advocates for time to brainstorm
and plan new and effective ways to integrate SEL across the school community but often
encounters challenges with keeping grade-level meetings consistent. Ms. Gomes describes this
challenge by stating, “We meet every Wednesday as a faculty, but only once a month by grades.
This can often be difficult because there is never enough time to cover everything.” Teachers
prioritize what is most important to discuss. Yet, they often get deep into conversations about
issues they’ve recently encountered in their classrooms, limiting their time to complete their full
meeting agenda. Although they appreciate their time with one another, they recognize that more
grade-level meetings would allow them to further their conversations in meaningful ways and
expand their thoughts on the benefits of SEL.
Prioritizing Time to Increase Student Morale as a Team
In collaborating with peers, participants have found that not all students will see the
benefits of SEL initiatives. Participants have encountered students who felt discouraged from
SEL use and required more support in managing their behavior. Teachers prioritize providing
space for students to feel what they feel in the moment, but eventually, find ways to redirect their
attention and encourage them to receive support. Some participants described their experiences
as a “temporary fix” until students are fully ready to communicate what they are going through.
Ms. Daisy mentioned, “We never want to force students to use SEL strategies if they are
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uncomfortable.” Respecting that students are all entitled to be angry, sad, or mad is a practice
that participants are still learning to understand. Ms. Gretchen shares, “Our main goal is to
increase student morale with SEL. We want students to be constantly reminded that their feelings
matter.” To keep the morale high for students, teachers are encouraged to give frequent activities
that help them enjoy school, explore new opportunities, and have a favorable view of education,
despite the challenges they may encounter. Seven participants also shared that it is critical to be
mindful that faculty and staff are entitled to have feelings as well.
Theme 3: Supporting Faculty and Staff Wellbeing
While teachers dedicate time to teach students how to effectively cope with their
emotions, teachers at Kealoha Academy are also learning to prioritize their own emotions. Ms.
Dukes acknowledges that, “When I am teaching my students an SEL lesson, I begin to feel like I
am talking to myself because I can relate to the lessons.” Similarly, Ms. Chandler shared that:
As adults, we need SEL too and that is the best part of teaching it, because we begin to
recognize that we have feelings too and our emotions matter. Our students can feel our
energy. When we are happy, our students are happy.
Supporting staff wellbeing is one goal and area for growth that Kealoha Academy continues to
strengthen. Ensuring that teachers are “mentally and emotionally stable” is critical but often
overlooked. Ms. Gomes suggested offering more “SEL Resources” that support teachers and
students.
SEL Resources to Enhance the Learning Environment
To effectively implement SEL, teachers need the proper resources. Allocating money
dedicated to purchasing more SEL resources is a need that participants believe would be helpful.
Ms. Gretchen shares, "SEL is very easy to implement and usually comes naturally!” However, I
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always appreciate when we receive basic SEL supplies such as curriculum resources, activities,
and props to enhance our learning environment." Ms. Beckham takes it upon herself to find
supplemental resources to "further enhance" what is already given to teachers and is in consistent
communication with the school counselor to discuss students that may be on "high-alert" or in
need of intervention. Ms. Beckham often takes it upon herself to find supplemental resources to
“further enhance” what is already given to teachers. Seven out of 10 participants in kindergarten
to second grade shared how they use “SEL puppets” to introduce a lesson and identify various
emotions of a given character during reading time. Puppets have been a fun way for students to
recall important information about SEL and make genuine connections to the challenges these
characters encounter in their weekly class stories, lessons, and activities. Ms. Gomes expressed,
“We must make SEL lessons fun in the lower grades as they are still learning to process
information and develop their identity.” Students have become more inclined to remember SEL
strategies through student-friendly resources that enhance the overall learning environment.
Overall, participants expressed a need for resources that allow teachers to be “flexible” in how
they introduce SEL in elementary.
Teacher-Counselor Relationships in Identifying Students in Need of Support or Intervention
Specific practices in building teacher-counselor relationships would better demonstrate
how to adequately address students’ academic and emotional needs when challenges arise. For
instance, all 10 participants referenced “involving the counselor’s expertise” to better assist
students academically and emotionally. They acknowledged that parents are not always
comfortable sharing confidential information regarding their child’s emotional state with
teachers. Creating time for teachers and counselors to meet to discuss students on “high alert”
can bring awareness to emotional triggers that may challenge a student’s ability to function
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correctly. Ms. Beckham recalled her experience in working with a student that encountered
various challenges:
I was so appreciative to have the support of our school counselor to talk me through ways
to support my student. My student had a history of emotional distress that I was unaware
of until our meeting. These conversations are essential.
Ms. Beckham was able to rely on SEL practices to help monitor, assist, and reinforce positive
skills of self-awareness, self-management, social awareness, responsible decision-making, and
relationship building. The support of the school counselor has given participants the confidence
they need to support challenges that are often unknown. Participants expressed a strong desire to
further a teacher-counselor partnership and align their continued efforts to SEL practices,
especially when they feel “incompetent” themselves. Ms. Harper noted, "As educators, we need
to tend to our emotions and reach out for help when we are unsure of how to support our
students.” Participants found that talking things through is often the best solution in gaining a
“new perspective” on how to move forward with students. Counselors are often available to
assist teachers in figuring out “the underlying issues” that may be causing a delay in students’
academic progress. Teachers can conclude whether students require further support or
intervention through these conversations. Additionally, teacher-counselor relationships are also
one way to influence teacher performance and student success. A majority of participants relied
on the counselors to assist in creating an effective communication line between the school and
families to continue supporting the development of the whole child.
Emotional Triggers and Teacher Wellness
Participants recognized that teachers have diverse needs and different ways of coping
with complex situations. While SEL has proven to be effective for students at Kealoha Academy,
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seven participants shared that their emotions often get triggered in the process of encouraging
students to be strong and optimistic to life’s challenges. Ms. Chandler brought light to the fact
that, “As educators, there is only so much we can do to remain strong ourselves.” Students
encountering difficulties at home often rely on teachers to be their “trusted adults” in helping
them cope with their emotions. Majority of participants experienced carrying the burden of
students’ emotions at least once in their teaching career. Teachers often acknowledged “caring
for students as if they were their own.” Ms. Daisy shared, “it is very easy to get emotionally
invested in what students are going through and ponder whether you did enough to support them
in overcoming their challenges.” Seven out of 10 teachers often referred to having their own
trusted colleague on campus to seek advice from when they need support.
Being mindful of where everyone is in their own lives is a special practice that Kealoha
Academy is committed to strengthening. Ms. Fiona stated, “Teachers need to know that they are
valued and that they have an important life to tend to outside of the classroom as well
Participants shared that it can sometimes be difficult separating work from their personal life, but
creating a space on campus for teachers to have a mental-health break is a future need that
teachers would highly recommend. Indeed, “developing the whole teacher” is a significant part
of “developing the whole child.”
Discussion of Research Question Two
SEL is essential to students’ developmental growth and most effective when
implemented across all areas of a school’s curriculum. Common themes from the data collection
include teacher expectations, collaboration amongst peers, and supporting faculty and staff
wellbeing. Participants’ needs involve collaborating with individuals at the different system
levels, including teachers, administrators, families, and the community. Participants revealed that
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involving various systems allows schools to examine students’ relationships within their
communities and broader society. All 10 participants shared similar views regarding SEL and
connected well to every theme and sub-theme. It was evident that Kealoha Academy’s SEL
committee is heavily involved in ensuring that teachers remain committed and accountable for
upholding the school’s mission of developing the whole child.
Summary
This chapter discussed the study’s findings by research question and outlined the
strategies and needs of elementary school teachers to promote SEL in their classrooms. The data
from this study gives elementary teachers in similar institutions the tools to begin creating an
environment that integrates social and emotional learning to benefit elementary students. Chapter
5 will examine the implications of these results and offer recommendations for future
researchers.

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Chapter Five: Discussion and Recommendations
Chapter 5 discusses findings connected to relevant literature centered on
Bronfenbrenner’s (1997) Ecological Systems conceptual framework, along with
recommendations for practice, limitations, and delimitations. This chapter concludes with
recommendations for future research and the study conclusions.
According to recent studies on social and emotional learning, schools that implement
SEL into their curriculum are more prone to positive outcomes, including greater classroom
management strategies, more robust SEL competencies, and an increase in academic
achievements (Durlak et al., 2011; Jones, 2015). These outcomes remain consistent over time
when schools prioritize SEL school-wide and create an effective communication line between
administrators, teachers, and families. Teachers are the driving force for change in the
classrooms, and their perceptions matter in understanding how SEL supports the whole child
during their critical years of development (Taylor et al., 2017). The study sought to identify
teachers' perceptions regarding the strategies they use and their needs in integrating SEL in their
classrooms. The following research questions framed the study:
1. What are perceptions of teachers regarding the strategies they employ at Kealoha
Academy Elementary to promote SEL in their classrooms?
2. What are teacher needs in integrating SEL in their classrooms at Kealoha Academy
Elementary?
Discussion of Findings
Findings from this study aligned with previous research in a variety of ways. Previous
research discussed in the literature review shared the significance of creating a trusting, caring,
and nurturing environment where students feel valued and safe to express their emotions (Tamir
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et al., 2021; Walls et al., 2021; Keown et al., 2019). Previous research called attention to teachers
being a significant part of a child’s schooling experience as they remain present to guide students
and families throughout the academic journey (Pirkansen et al., 2019). Researchers such as
Yeager (2017) and Daniel Goleman (1996) associated the elementary years as a time for children
to experience intensive learning, exploring, and engaging in new opportunities while also
considering possible behavioral and health difficulties that can carry on into adulthood.
Similarly, participants emphasized the importance of prioritizing students’ needs in their critical
years of development and paying close attention to identified areas of concern. Trifone (2021)
has advocated for nurturing the whole child in promoting an inclusive learning environment.
Participants amplified supporting students, academically and emotionally, and found SEL a
prominent practice in developing the whole child.
Previous literature and this study suggested implementing SEL as a collaborative effort in
which everyone plays an integral part in utilizing SEL practices across all curriculum areas. The
purpose of this study was to understand the perceptions of current elementary school teachers
and their needs in integrating social and emotional learning during the foundational years of
schooling. The importance of SEL became evident during the COVID-19 pandemic when
schools needed to find ways to adjust to a new sense of normalcy. The COVID-19 pandemic left
teachers with a critical need to support students’ academic success and overall wellbeing, while
also teaching students how to cope with stressors imposed by the pandemic. Teachers needed to
accomplish these goals in a virtual setting, while maintinaing their own emotional welleing.
The first question in this study sought to determine perceptions of teachers regarding the
strategies they employ to promote SEL in their classrooms.
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While findings revealed that teachers support the implementation of SEL and have found
SEL to be highly effective in teaching students to prioritize their emotions, 2 out of 10 teachers
shared how they used SEL to overcome three students with challenging and defiant behavior.
Participants shared their challenges with finding a solution to help these students redirect their
emotions daily. By collaborating as a team to figure out a solution to support these three
students, teachers began recognizing that students were affected by their home environment and
were acting out as a “cry for help.” One teacher noticed that many students in her first 2 years of
teaching were from split households, and the level of communication between parents and
guardians often posed a challenge for her. Her students took on a lot at an early age and yearned
for a “trusted adult.”
Research often lacks an adequate understanding of what students are managing outside
their learning environment. These results align with Meece (2002), who concluded that a
student’s family environment impacts their learning, and the effects seem more extreme in early
childhood (Meece, 2002 cited in Schunk, 2020). These findings question whether schools are
allocating adequate time to get to know their students. It also raises concerns regarding the extent
to which schools provide services for students to talk through their emotions. Participants
mentioned the need for ongoing teacher mentoring, which has significant implications for
whether schools provide teachers with ongoing mentoring to deal with challenging students.
Participants were also concerned about the support they receive to balance the diverse
needs of all students in their classrooms. Although this study focused on a private school with
limited resources to make “reasonable accommodations” for students needing additional
services, this finding draws attention to what resources are still required to support diverse
learners.
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Teacher-counselor relationships were a significant part of cultivating strong connections
with students and families. Two teachers mentioned that every year teachers are given an
opportunity to sit on a committee with the school counselor to discuss topics such as “SEL.”
Every year, four new teachers are encouraged to join. Recently, teachers have labeled this
committee as “the SEL team,” as these teachers play an integral role in implementing SEL on
campus. Literature often overlooks the relationships between teachers and counselors, and
focuses more on student-counselor relationships. Participants mentioned that the school
counselor is also present throughout the day and makes it a priority to stop into each classroom
to check-in on students.
The second research question in this study sought to determine teachers’ needs in
integrating SEL in their classrooms. Three participants shared the feeling of carrying home the
“burden” of students’ emotions throughout the school year. Teachers expressed that they feel
responsible for students’ ability to move forward when encountering an issue and often
questioned whether or not they provided students with the necessary tools to overcome their
obstacles in the present moment. Teachers felt confined to the fact that students spend most of
their time in school, making teachers a significant part of their lives. Teachers also carry home
the “burden” of students’ emotions throughout the school year. Three participants, in particular,
shared that teachers carry the load of students’ feelings and often worry until students can find a
solution. According to these participants, teachers become fully invested in what is happening
with their students and their families without even realizing it. As a result, they focus on ensuring
that students get the support they need and overlook that their emotions also need similar
attention. While teachers were confident that SEL is a promising practice they have been eager to
implement, this finding has important implications for developing the perceptions of
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administrators, teachers, counselors, and prominent school personnel to understand how
everyone is balancing and coping with their emotions. Furthermore, this finding pays close
attention to what has yet to be done to strengthen integration of SEL at all system levels. Further
studies, which consider these variables, will need to be undertaken.
Recommendations for Practice
Findings from this study show that social and emotional learning can be highly effective
in elementary school when teachers integrate SEL strategies into all areas of instruction. As a
school-wide effort, SEL promotes continuity and consistency in placing the whole child at the
forefront of learning. The study revealed that SEL is a collaborative effort among administrators,
teachers, families, and the community. These four groups are prominent influencers in a
student’s life that can work collectively with the school system to support students in and out of
their school environment (Trifone, 2021). The following recommendations can assist
administrators, teachers, families, and the community in finding success with SEL as a promising
practice while contributing to the growing interest in implementing SEL at the elementary level.
These recommendations also align with Bronfenbrenner’s (1997) ecological model.
Bronfenbrenner (1997) recognized that children find self-awareness within various ecosystems,
from their immediate environment to the larger school community and their subsequent societal
transition (Price et al., 2013).
Recommendation 1: Administrators Are Responsible for Providing Ongoing Mentoring for
Current Teachers
Research suggests that excellent leadership increases teacher motivation and improves
classroom instruction (Krasnoff, 2015). Krasnoff (2015) found that administrative presence is
vital to teacher effectiveness and quality implementation of SEL. One way to support this
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recommendation is to provide consistent time to meet with faculty one-on-one, remain fully
engaged and present in the classroom, and be readily available to provide honest feedback.
Consideration also, and more importantly, needs to be given to teachers, as they are the primary
facilitators of student learning. Their expertise drives instruction and provides ongoing assistance
for students to thrive. Additionally, research suggests that implementing a social and emotional
multi-tiered system of support (MTSS) that focuses on delegating the efforts of adults within
systems to be more advantageous can help to meet the developmental needs of elementary
students and support teachers’ drive in developing the whole child (Saunders et al., 2021; Steed
& Shapland., 2020; Stoiber & Gettinger, 2015). An MTSS can address students’ academic,
behavioral, and social needs and assist educators in providing early assessment and intervention
(Stoiber & Gettinger, 2015). For example, schools can evaluate how all systems in a school or
district coincide and incorporate more data-driven decision-making and evidence-based support
(Cook et al., 2015).
A second way to support this recommendation is to incorporate a change management
model to ensure teachers understand what is expected of them. For modeling to lead to change,
research has found Lewin’s 3-Stage Model of Change to be highly effective in analyzing how the
current system can be improved to meet the needs of all students in elementary (Mahmud et al.,
2022). Lewin’s 3-Stage Model of Change uses three elements: unfreeze, change, and refreeze
(Cummings et al., 2016). For example, schools can “unfreeze” their current process of SEL
implementation and analyze how it can be improved based on teachers’ perceptions and needs.
Once the desired change is considered and altered based on teacher feedback, schools can
implement the “change” and “refreeze” to continue solidifying the desired change. The study
recognized that teachers could only obtain so much information before they required clarification
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and explanation on further developing their practices. While SEL is still a relatively new and
upcoming practice, modeling what is expected can provide teachers with various options for
meeting the needs of diverse learners. Highlighting areas of success and being mindful of areas
for growth is an effective way to improve the effectiveness of SEL implementation as a whole
school.
Recommendation 2: Support Faculty Self-Care by Providing Educational Health and
Wellness Services and Peer Mentoring Opportunities
According to Datnow (2020), teachers’ efforts encourage actions and interactions at the
school, district, and societal levels. The emphasis placed in this study on the importance of
supporting faculty self-care is an example of what teachers need to sustain their wellbeing. One
way this recommendation could be implemented is by prioritizing a wellness check for faculty
and staff prior to focusing on conquering academic business during meetings. Although meeting
to discuss academic concerns and updates are imperative, ensuring that teachers are well is just
as important. Research recommends that self-care consider the following elements: physical,
mental, and emotional needs (Barnett & Cooper, 2009; Pate, 2020; Weisberg & Saige, 1999). To
support physical self-care, schools can consider incorporating brain break exercises, providing
nutritional snacks, initiating icebreakers that involve physical movement, and designating time
for faculty and staff to take care of their physical needs during meetings. To support mental self-
care, administrators can encourage activities that assist teachers in managing their stress. Some
of the many ways schools can support teachers' mental health is by integrating praise and
worship time for faculty and staff to sing, dance, and fellowship with one another, planning
occasional faculty retreats, sharing inspirational podcasts, and dedicating time for teachers to
reflect on things that bring them joy. Additionally, supporting emotional self-care can include
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activities that consist of journaling, counseling support, teacher prep periods, and workshops that
allow teachers to be creative and express their emotions. Allocating time to focus on all three
elements can be valuable in improving the quality and effectiveness of instruction. Another way
to support this recommendation is to dedicate a space on campus for faculty to decompress,
reconnect, and reset throughout the school day. A designated area on campus can pave the way
for teachers to mingle with their peers and brainstorm solutions to improve their overall teaching
experience. Time away from their classroom environment can also give them time to reflect and
care for their emotions.
Recommendation 3: Create an Effective Home-to-School Connection by Involving Families
in the Process of SEL
Many studies have concluded that a student’s family environment impacts their learning,
and the effects seem more extreme in early childhood (Meece, 2002, cited in Schunk, 2020; Price
et al., 2013; Elbedour et al., 2022). Schunk (2002) found that creating a home-to-school
connection by involving families increases the likelihood of students obtaining SEL
competencies and skills. One way to further develop this recommendation is to remain consistent
with involving families in SEL. A monthly activity, workshop, or family event are a few ways
families can remain connected to SEL as a promising practice. Through this recommendation,
students will see the benefits of SEL in all areas of their lives and learn to adapt accordingly to
their environment. Partikakou and Weissberg (2007) recognized that integrating SEL family
workshops can reinforce family involvement and create a sense of ownership that motivates
parents to be involved. Family involvement can also solidify classroom work and help teachers
facilitate SEL lessons more efficiently. Considering the demands of modern life, family
involvement can be a challenge for working families. However, schools can support families that
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cannot be actively involved by providing families with specific needs to work on when time
allows for SEL at home. Providing incentives for families to carry on SEL initiatives at home is a
critical step in creating an effective home-to-school connection.
Secondly, families can implement SEL practices at home and observe how this practice
further develops a student’s sense of belonging. Families’ support can help uplift what students
need to succeed in school and their community. In addition, families and children can improve
communication skills such as listening, cooperating, and respecting each other’s feelings.
Recommendation 4: Partner with School Districts and Initiate Community Service
Opportunities to Leverage Student Understanding of SEL
A wide range of skills is vital during early childhood, including positive relations during
interactions with others, establishing and maintaining positive communication skills,
cooperating, listening, taking responsibility, seeking advice as needed, and refining friendship
skills (Denham, 2010). Lee (2017) found that gaining community buy-in for SEL is vital in
preparing students for the future. While teachers have limited control over what students
encounter in their interactions with their peers in the community, prioritizing partnerships with
other school districts can help students strengthen their support networks. One way to take this
recommendation further is to speak with local school district representatives on how a
partnership with them could support SEL and create healthier and more productive communities
for students to collaborate. Willems and Gonzalez-DeHass (2012) found that engaging students
in activities that support “environmental and sociocultural structures” outside of school will
support a greater connection between “school environments” and “real-life tasks” to enhance
students’ understanding of academic content. Administrators can continue to find ways to
support students in making real-world connections beyond the classroom setting. These activities
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include learning trips, place-based learning, peer mentorship programs, and extracurricular
activities allowing students to interact with other schools.
A second suggestion to support this recommendation is to identify community needs and
encourage students to engage in productive conversations that hone in on their learning and
further develop their sense of self. Engaging in community service projects can assist students in
being mindful of their surroundings and aware of societal influences that may require SEL
interventions. Borba (2016) and Turkle (2015) encourage schools to involve students in their
communities through service-learning projects to help increase empathy and civic engagement in
children. In the process of involving students in community service, students begin to recognize
their value in supporting the wellbeing of others and start to have more of an appreciation for the
community they reside in. One example could be having students contact their district
representatives, with parental or administrative assistance, and learn more about specific
community service projects they can participate in to practice and solidify their SEL skills.
Limitations and Delimitations
The current study is limited to a small sample size of 10 elementary teachers. Time
constraints only allowed for data to occur for 3 months. Validity and reliability was also a
notable limitation associated with this study. The study had no control over participants'
responses and truthfulness.
A delimitation for this study was the pre-selected criteria for choosing a school site.
Participants were selected from the same elementary school and limited to Kindergarten through
Fifth grade. A second delimitation was conducting the interviews through Zoom. Due to the
uncertainty of the pandemic and the varying safety protocols in different schools, a virtual setting
was the most feasible.
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Recommendations for Future Research
This study illustrated the perceptions of 10 elementary school teachers regarding the
strategies they use to promote SEL in elementary and their needs. The findings of this study
describe one private school in the State of Hawaii that is currently implementing social and
emotional learning within its school’s mission and identity. While attempts were made to obtain
comprehensive responses to the study’s research questions, additional questions emerged during
data collection and analysis. This section outlines three recommendations for future research.
The first recommendation for future research is to replicate this study with a public
school to leverage a larger sample size that can highlight emerging similarities and
dissimilarities. This study was grounded in a private elementary school, which was limited to
understanding the perceptions of 10 elementary school teachers in kindergarten through fifth
grade. In addition, all participants in this study were female, which lacked a comparison of how
male teachers implement SEL. Researching a larger public elementary school would also provide
an opportunity to analyze whether a similar culture of SEL is present with more personnel on
campus.
The second recommendation for future research is to compare how veteran teachers
adjust to SEL as a new practice to teachers in their first and second years of teaching. Scholars
have found that creating caring school cultures also requires examining thoughtful data to
acknowledge how to take action to address existing challenges accordingly (Marsh & Kennedy,
2020; Marsh et al., 2018). Participants in this study recognized that SEL is an effective practice
that can help create a nurturing school environment and assist students in overcoming obstacles
that hinder their academic progress. In addition, participants were able to make meaningful
connections to how SEL impacted their teaching careers in recent years. As a result of this
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finding, it would be beneficial for future research to analyze whether SEL is an adaptive practice
that is easily obtainable or whether implementation of this practice is based on teachers’ years of
service and level of comfortability.
The final recommendation for future research is to study the level of self-care from
administrators, counselors, and teachers in managing their emotions. Participants in this study
expressed that dedicating time to teacher self-care can help to prevent teacher burnout, create
more time for teachers to develop trusting relationships with students, and create a school
climate more conducive to learning. Poulou (2022) suggests that teachers’ wellbeing affects their
relationships with their students. Analyzing what school staff are doing to overcome burdensome
situations and remain fully present in the classroom is imperative.
Conclusion
As a qualitative analysis of current elementary school teachers, this study sought to
increase understanding of how current elementary school teachers can successfully integrate
social and emotional learning practices to prepare students for academic and emotional success.
Findings suggest that integrating SEL in all areas of a school’s curriculum allows students to
develop emotional maturity and build and sustain trusting relationships with their peers at
various system levels. 10 elementary teachers brought forth diverse expertise of SEL through
their respective years of service. Participants spoke positively about their school’s efforts in
implementing SEL as a fundamental core student experience at the elementary level. Teachers
were confident that Creating Buy-In, Facilitating & Empowering the Process, and Family
Partnerships were critical components of building and sustaining SEL in elementary. In addition,
the feedback from teachers in this study provided a greater opportunity for current elementary
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school teachers to get feedback and move toward mastering the skills needed to develop the
whole child in today’s society.
As teachers begin to integrate social and emotional learning, they will see education as
more desirable, be more likely to build meaningful relationships with their students and be better
prepared to effectively lead students to become responsible decision-makers, socially aware of
their environment, manage their emotions, build positive relationships with their peers, and be
more aware of their feelings, strengths, and challenges. Well-aligned succession plans integrating
social and emotional learning as early as the elementary school years would lead to more
students excelling academically and emotionally. Students in elementary will ultimately benefit
from the development of the whole child and become more inclined to identify their emotions
and address underlying issues that may be potentially hindering their success. The first step to
building a productive and positive learning environment is teaching students that their emotions
matter.

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Appendix A: Interview Protocol
Aloha Pumehana! Thank you for agreeing to participate in my study today. I understand
the daily responsibilities of an educator and respect that time is of the essence. As I mentioned
when we last spoke, the interview should take about an hour to complete. Does this still work in
your schedule?
I am currently a graduate student at the University of Southern California. I am
conducting a study on “The Teacher as Nurturer: Perceptions and Beliefs of Elementary
Teachers in Integrating Social and Emotional Learning Practices in an Effort to Focus on the
“Whole Child.” I am talking to multiple teachers to learn more about this.
I want to assure you that I am strictly a researcher today. I am not here to evaluate your practices
or judge your role as a teacher. My goal is to listen to and understand your perspective.
As shared with you in the Study Information Sheet, everything discussed in this meeting will
remain confidential. In other words, I will not share your name with anyone that is not within
my research team. Although I plan on using some of what you say as direct quotes, I will not
attribute this information to you. I will use a pseudonym to protect your personal information
and responses. If you wish, please let me know a pseudonym name you would prefer for me to
use. If you are interested, I am more than willing to share a copy of my final paper.
To ensure that I am best capturing the information shared today, I will be recording this
interview for my use only, and I will not share this with anyone outside the research team. May I
please have your permission to record this interview through Zoom? Are there any questions
before we begin?

122

Questions (with transitions)
We will begin the interview with some background questions and transition to your
perceptions and beliefs about integrating social and emotional learning in elementary. Lastly, we
will shift to talking about some of your needs in making SEL more successful. In case you need
a quick refresher on SEL. CASEL defines SEL as “ t he process through which all young people
and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities,
manage emotions and achieve personal and collective goals, feel and show empathy for others,
establish and maintain supportive relationships, and make responsible and caring de cisi ons . ”
However, please feel free to strictly focus on your perspectives and experiences relating to your
school.]
Interview Questions
1) First, tell me about your background in education:
a. How many years of experience do you have as a teacher?
b. What made you decide to become a teacher?
c. Briefly describe your role at Kealoha Academy.
2) What is your perception of the school’s view of SEL?
a) Describe how this view is communicated to parents, students, and teachers.
3) Tell me how often you think about SEL, if at all. (RQ1)
4) Tell me how often you talk about SEL in your grade level meetings, if at all. (RQ1)
5) Please describe your experiences in implementing SEL. (RQ1)
6) What are the three most effective things you have done to promote SEL in your
classroom (if any)? (RQ1)
7) What lessons have you learned in implementing SEL practices in your classroom?
(RQ1 & 2)
123

a. What, if anything, would you have done differently?
8) How would you describe your role and responsibilities in implementing SEL? (RQ
1)

9) What changes, if any, have you experienced in your classroom? (RQ 2)

10) What influences your decision to implement SEL practices in your classroom?
(RQ2)

11) What are your perspectives on the impact of SEL on student learning? (RQ1)
12) Suppose I was a struggling student at your school. In what ways would your school
help me to find success in order to thrive, academically and emotionally? (RQ1)

13) What additional resources or training would have been helpful to implement SEL?
(RQ2)

14) What do you do when a student comes to you and feels discouraged with SEL use
(RQ2)?

15) In what ways, if any, do you engage families with SEL? (RQ 1)
16) Please describe the level of support that you receive from your administrators to
implement SEL in your classroom. (RQ2)
a) Ideally, what would support from your administrators look like? (RQ2)
17) Describe the practices and policies that you believe contribute to your ability to
implement SEL in your classroom. (RQ1)
a) How do you think these practices and policies are impacting students (i.e., individual
child, family, community), if at all? (RQ2)
18) Please share any additional insight pertaining to your experiences with SEL at your
school.

Closing Remarks (Researcher)
This concludes my study today. I appreciate the opportunity to meet with you and have
collected valuable information. I look forward to continuing my research and integrating some of
124

your shared data. If questions arise as I compile my research data, may I please contact you? If
so, would you prefer an email or phone call? Again, Mahalo Nui Loa, for participating in my
study today. A Starbucks gift card will be delivered to the front office of your school as an
appreciation for your time and patience. I hope you enjoy the rest of your day. Stay safe!

Abstract (if available)

Abstract According to recent studies on social and emotional learning, schools implementing SEL into their curriculum are more prone to positive outcomes, including greater classroom management strategies, more robust SEL competencies, and increased academic achievements (Durlak et al., 2011; Jones, 2015). These outcomes remain consistent when schools prioritize SEL school-wide and create an effective communication line between administrators, teachers, and families. Teachers are the driving force for classrooms change, and their perceptions matter in understanding how SEL supports the whole child during their critical years of development (Taylor et al., 2017).
The present study explores elementary school teacher perceptions, beliefs, and needs in implementing social and emotional learning practices in their classrooms. The study sought to increase understanding of how current elementary school teachers can integrate social and emotional practices to prepare students for academic and emotional success. The present study used a qualitative case study methodology to gather data from semi-structured interviews with 10 teachers at an elementary school who found SEL to be a promising practice. Findings suggest that integrating SEL in all areas of school curriculum allows students to develop emotional maturity and build and sustain trusting relationships with peers.

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Creator Brittany (author), Souza ()

Core Title Teacher as nurturer: perceptions of elementary teachers integrating social and emotional learning practices

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2023-05

Publication Date 04/20/2023

Defense Date 03/21/2023

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag and emotional learning (CASEL),chronosystem,classroom management,collaborative for academic, social,COVID-19 pandemic,crisis management,Every Student Succeeds Act (ESSA),exosystem,macrosystem,Mental Health,mesosystem,microsystem,no-child left behind (NCLB),OAI-PMH Harvest,professional development,relationship skills,responsible decision-making,school-family partnerships,self-awareness,self-management,social and emotional learning,social awareness,teacher-student relationships,whole child

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