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Teachers' experiences implementing social and emotional learning in the elementary classroom

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Teachers' experiences implementing social and emotional learning in the elementary classroom

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Content Teachers’ Experiences Implementing Social and Emotional Learning
in the Elementary Classroom
by
Jennaca Lauren Cotton
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
August, 2020

© Copyright by Jennaca Lauren Cotton 2020
All Rights Reserved

The Committee for Jennaca Lauren Cotton certifies the approval of this Dissertation
Dr. Alison Keller Muraszewski
Dr. Anthony B. Maddox
Dr. Patricia Tobey, Committee Chair

Rossier School of Education
University of Southern California
2020

iv
Abstract
The purpose of this qualitative study was to explore teachers’ experiences and strategies in
implementing social and emotional learning (SEL) in the elementary classroom setting. The
study utilized the framework provided by the Collaborative for Academic, Social, and Emotional
Learning (CASEL) that provides five core competencies key to SEL: self-awareness, self-
management, social awareness, relationship skills, and responsible decision-making. A total of
seven elementary teachers who had taught using SEL for a minimum of five years were selected
as the sample for this study. The site for this study was an elementary school in Southern
California. Data was collected using interviews, observations, and document analysis.
Qualitative data analysis was conducted using a priori codes and themes that emerged from the
data collection. The study’s findings revealed teachers’ use of various SEL strategies, as well as
their schoolwide implementation strategies including principal support and ongoing professional
development. This study suggests that SEL is a critical component in elementary classrooms for
students’ academic, emotional, and social growth. To successfully implement SEL, this study
suggests ongoing professional development for teachers, principal support and vision, and
teacher commitment integrating SEL into daily classroom routines. This study was completed
just before the California governor closed down schools for COVID-19 public health measures.
The findings of this study more relevant than ever for providing data on addressing students’
educational needs.

Keywords: social and emotional learning (SEL), SEL competencies, SEL strategies, self-
regulation, emotion regulation, teacher support, teacher experiences, classroom behavior,
teacher-student relationships

v

Dedication
To my husband David, with love. I could not have done this without you.

vi
Acknowledgements
Completing this dissertation marks the end of my time at USC, which has been an
incredibly challenging, life changing, and formative experience. Working multiple jobs while
also working to complete a doctorate degree did not come without sacrifice. I owe this
accomplishment to the tremendous support and love of so many people. I would like to take this
opportunity to express my deep appreciation and gratitude for all that you did to help me get to
this place.
First, I would like to thank my incredible committee: Dr. Patricia Tobey, Dr. Anthony
Maddox, and Dr. Alison Muraszewski. None of this would have been possible without your
advice, feedback, and incredibly kind support. No student has ever had a more gracious or
considerate team behind her. Dr. Muraszewski, thank you for your encouragement as I stressed
and debated over every word in this project. Your class will always be one of my best memories
from my time at USC. Dr. Maddox, your unbelievable wisdom and insight infused every word of
this work, as I thought of the ways you approach problems and situations with creativity and
attempted to this to my own thinking. Dr. Tobey, thank you for always being available to meet
with me, even if it was just to calm me down and assure me that I was on the right track. Your
patience and compassion are traits I work to emulate daily in my own teaching. I truly have been
changed as a scholar and an individual by all three of you, and I count myself exceptionally
lucky to have had such a team.
I am so grateful for my USC classmates, who rode this wild ride with me: my amazing
first year Wednesday cohort, Emma, Tammara, Cristina, Ginny, and especially Keely. Words
cannot express the extent of my gratitude for our shared experiences together, and the countless

vii
hours you gave me in advice, encouragement, and help. It made all the difference to do this
together.
To my friends who are family, and who have been patiently waiting for my return back
into their lives. Thank you for the countless teas, texts, and glasses of wine you supplied me
with. Thank you for always giving me grace and filling me with confidence. Thank you for
understanding as I have disappeared into my graduate school world, especially this last year.
Your gracious love and care for me is appreciated more than I can ever say. I would like to
especially thank Alison, who first planted this wild idea of pursuing a doctorate into my head.
For your mentorship, reassurance, and support, I am eternally grateful. I look up to you in every
way, and I am so proud to call you my friend.
To my family, who are a part of me. To my parents: thank you for raising me with a
strong sense of hard work and accomplishment, and never letting me settle for less than my
greatest dreams. You gave me the foundation to start reaching and provided every opportunity
for me to thrive. I owe so much of who I am to you. To my brothers: thank you for being my best
friends and my inspiration. In these last three years especially, you have been two of my greatest
encouragers, and for that I am especially grateful. I am, and always have been, extraordinarily
proud of you. To my grandmothers: Grammy Schwan and Great Grandma Rode. You two have
stood as my role models for strong women since my birth. Your love and encouragement have
been an essential part of who I am. Grammy, thank you for always praying for me and knowing
just what to say when I am feeling overwhelmed. Great Grandma, I miss you every day. I think
you would have been very proud of me for pursuing this dream.
Most especially, I am so very grateful for my husband. David, I cannot put into words
how thankful I am for the thousands of meals you cooked, laundry you took care of, trips you

viii
planned, bills you paid, and tears you wiped. You picked me up off the floor, dusted me off, and
kept me going more times than I can count. You worked exceptionally hard to make sure that I
did not have to worry about anything except finishing strong. You are, without a doubt, the
greatest decision I have ever made. Thank you for being my partner in everything, and my
number one fan. I am thrilled for our adventures yet to come; I have a feeling that this is only the
beginning.

ix
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgements ........................................................................................................................ vi
Table of Contents ........................................................................................................................... ix
List of Figures .............................................................................................................................. xiii
List of Tables ............................................................................................................................... xiv
Chapter 1: Overview of the Study .................................................................................................. 1
Background of the Problem ........................................................................................................ 1
Statement of the Problem ............................................................................................................ 4
Purpose of the Study ................................................................................................................... 4
Significance of the Study ............................................................................................................ 5
Limitations and Delimitations..................................................................................................... 5
Definition of Terms..................................................................................................................... 6
Organization of the Study ........................................................................................................... 7
Chapter 2: Review of the Literature................................................................................................ 8
Social and Emotional Learning ................................................................................................... 8
Conceptual Framework of Social and Emotional Learning .................................................. 11
Cognitive and Noncognitive Factors in Social and Emotional Learning ............................. 15
Social Cognitive Theory ................................................................................................... 15

x
Self-Efficacy ..................................................................................................................... 17
Self-Regulation ................................................................................................................. 19
Emotion Regulation .......................................................................................................... 20
Fixed and Growth Mindset ............................................................................................... 21
Social and Emotional Learning in the Elementary School ................................................... 23
Schoolwide SEL Implementation ..................................................................................... 23
SEL in the Classroom ....................................................................................................... 28
SEL and Family Partnerships............................................................................................ 31
Conclusion ................................................................................................................................ 33
Chapter 3: Research Methodology................................................................................................ 34
Research Questions ................................................................................................................... 34
Research Design........................................................................................................................ 35
Sample and Population ............................................................................................................. 36
Instrumentation ......................................................................................................................... 39
Procedure and Data Collection ................................................................................................. 39
Data Analysis ............................................................................................................................ 40
Professional Evaluation Standards ............................................................................................ 40
Summary ................................................................................................................................... 41
Chapter 4: Findings ....................................................................................................................... 42
Section One: Research Question 1 ............................................................................................ 43
SEL in the Classroom ........................................................................................................... 43

xi
Finding Purpose in Teaching SEL .................................................................................... 43
Building Relationships with Students ............................................................................... 45
SEL Professional Development ........................................................................................ 48
SEL Paradigm Shifts in Behavior Management ............................................................... 49
SEL and Academics .......................................................................................................... 52
SEL Schoolwide Practices .................................................................................................... 54
A Supportive Community of Teachers ............................................................................. 54
Principal Support .............................................................................................................. 56
Schoolwide Embrace of SEL ............................................................................................ 58
Family Partnerships and Community Challenges ................................................................. 60
Parental Involvement ........................................................................................................ 60
Family and Community Challenges.................................................................................. 61
Emotional Challenges with Students ................................................................................ 64
Social Work and School Psychologist Support ................................................................ 65
Conclusion: Research Question 1 ......................................................................................... 67
Section Two: Research Question 2 ........................................................................................... 67
Self-awareness ...................................................................................................................... 68
Self-management .................................................................................................................. 72
Social Awareness .................................................................................................................. 78
Relationship Skills ................................................................................................................ 82
Responsible Decision-Making .............................................................................................. 87
Conclusion ................................................................................................................................ 91
Chapter 5: Discussion, Implications, and Recommendations for Research ................................. 88

xii
Discussion of Findings .............................................................................................................. 89
SEL in the Classroom ........................................................................................................... 89
Schoolwide Implementation of SEL ..................................................................................... 92
Social Worker and School Psychologist Support ................................................................. 93
Implications for Practice ........................................................................................................... 94
Implications for the Classroom ............................................................................................. 94
Implications for the School ................................................................................................... 96
Implications for Policy .......................................................................................................... 97
Recommendations for Future Research .................................................................................... 98
Conclusion ................................................................................................................................ 99
References ................................................................................................................................... 101
Appendix A: Interview Protocol ................................................................................................. 120
Appendix B: Consent Form ........................................................................................................ 123

xiii
List of Figures
Figure 1. The Five Social and Emotional Learning Core Competencies p. 13
Figure 2. Outcomes Associated with the Five Competencies p. 14
Figure 3. Rimm-Kaufman & Hulleman’s (2015) Framework of SEL Outcomes p. 25

xiv
List of Tables
Table 1: CASEL’s Core Competencies p. 11

Table 2: CASEL’s Indicators of Schoolwide SEL p. 12
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 1

Chapter 1: Overview of the Study
The purpose of this study was to explore teachers’ experiences utilizing Social Emotional
Learning (SEL) in their instructional techniques. Extensive research has been conducted over the
past two decades on the importance of teaching students social and emotion regulation skills, in
addition to promoting academic achievement in schools (CASEL, 2019; Durlak, Weissberg,
Dymnicki, Taylor, & Schellinger, 2011). The present study examined elementary school
teachers’ experiences through the lens of social cognitive theory, positive psychology, and the
five core competencies for SEL programs as outlined by the Collaborative for Academic, Social,
and Emotional Learning (CASEL).
Background of the Problem
According to the Centers for Disease Control and Prevention (CDC), there has been a rise
of diagnosed behavior problems, anxiety, and depression in children ages 3-17 over the past
decade (CDC, 2019). In a 2013 report on children’s mental health, the CDC compiled data from
multiple sources to determine the number of children reporting mental health struggles from
2005-2011. The data from this report found that millions of children in the United States live
with mental health disorders, including depression and anxiety (CDC, 2013). It was reported that
adolescent boys (ages 12-17) are more likely than girls to commit suicide, and adolescent girls
(ages 12-17) are more likely than boys to struggle with depression or alcohol abuse.
In a report analyzing school safety, the US Department of Education found that about
20% of children (ages 12-18) were bullied at school (NCES, 2018). This bullying included
students being the subject of rumors, physically and verbally attacked, purposefully excluded, or
pushed into behaviors they did not feel comfortable doing (NCES, 2018). Of these students who
reported being bullied, about 40% of them felt they had no power over the student doing the
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 2

bullying, creating a power imbalance, and felt that the bullying would occur again (NCES,
2018).
With these trends in mental health and bullying, schools have increasingly begun to seek
out Social and Emotional Learning (SEL) to guide students in emotional regulation and
relationships with others (Durlak et al., 2011). The Collaborative for Academic, Social, and
Emotional Learning (CASEL) has defined SEL as “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”
(CASEL, 2019, para. 1). In a meta-analysis of over 200 SEL interventions in schools, researchers
found a significant increase in students’ interactions with others, understanding of self,
regulation of emotions, and regulation of academic behaviors (Durlak et al., 2011). Managing
social and emotional challenges are skills necessary for children to learn to prepare them for
adulthood (Elias et al., 1997). Psychologists have found a number of “soft skills” that benefit
students’ academic achievement as well as their motivation and emotions about learning, which
are skills included in SEL instruction (Heckman & Kautz, 2012). Researchers in business and
economics have also identified social emotional skills to be highly beneficial for individuals
entering the workforce, ability to communicate and collaborate with coworkers, manage
emotions and problem solve effectively, contribute to positively to company culture, and self-
regulate effectively (Lippman, Ryberg, Carney, & Moore, 2015; Deming, 2017). A cost-benefit
analysis found SEL to have positive costs for current schools as well as students’ future salaries
(Belfield et al., 2015). SEL promotes a preventative approach to providing students with skills
and strategies for coping with challenges and thriving despite any adverse experiences they may
encounter (Tran, Gueldner, & Smith, 2014).
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 3

As the leader in SEL research and partnering with schools, CASEL (2013) has set forth
five key competencies for building social and emotional skills into the culture of a classroom.
These five core competencies are:
1. Self-awareness: Know your strengths and limitations, with a well-grounded sense
of confidence, optimism, and a “growth mindset.”
2. Self-management: Effectively manage stress, control impulses, and motivate
yourself to set and achieve goals.
3. Social awareness: Understand the perspectives of others and empathize with
them, including those from diverse backgrounds and cultures.
4. Relationship skills: Communicate clearly, listen well, cooperate with others, resist
inappropriate pressure, negotiate conflict constructively, and seek and offer help
when needed.
5. Responsible decision-making: Make constructive choices about personal behavior
and social interactions based on ethical standards, safety, and social norms.
(CASEL, 2013)
Additionally, CASEL has indicated central components to a successfully implemented
SEL program: 1) programs are systematic, allow for frequent practice of strategies and
techniques, and are conducted over multiple years; 2) the program involves effective training,
not just in the implementation stage but throughout the year, with ongoing, multi-year support;
and 3) have conducted at least one evaluation to show student growth in behavior and/or
academic achievement (CASEL, 2013).

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 4

Statement of the Problem
This study explored the problem of students’ growing emotional and social concerns by
examining teachers’ experiences in implementing SEL curriculum in the elementary classroom.
Through interviews, observations, and document analysis, the researcher collected data on
teachers’ experiences of SEL implementation, utilizing CASEL’s Core SEL Competencies
(2017) framework, as well as recent research in the fields of emotional regulation, positive
psychology, and social cognitive theory. Furthermore, in addition to gathering data on teachers’
experiences, this study also explored the techniques and strategies teachers use when
implementing SEL in the elementary classroom.
Purpose of the Study
The purpose of this study was to examine the ways in which elementary school teachers
implement SEL into their classrooms, and their experiences in doing so. The following research
questions guided this investigation:
1. What are teachers’ experiences implementing SEL in the elementary classroom?
2. How do teachers implement the five core competencies and SEL practices in the
elementary classroom?
This study utilized a qualitative, evaluative approach. Interviews with classroom teachers
were conducted, as well as observations of lessons, both SEL specific and general class
instructional time. Document analysis was conducted of the materials the teachers use to
implement a SEL program. The goal for this study was to understand how teachers utilize current
SEL research-based constructs, in the hopes that other classroom teachers can learn from these
written experiences.

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 5

Significance of the Study
This study focused on teachers’ experiences with SEL in the elementary classroom, and
the strategies they used to implement SEL constructs. While there is a growing body of literature
studying SEL in the classroom and evaluating effective SEL programs, there is limited literature
that gives space for teachers’ voices in this educational field. This study contributes to the
expanding literature on SEL, and offers a unique perspective representing teachers’ personal
experiences in the field. Additionally, this study’s implications and findings may be useful for all
educators who are looking to implement SEL at their school sites, as there could be great value
in exploring the first-person accounts of teachers’ experiences.
Limitations and Delimitations
Limitations. There are a number of limitations within this study. The first is the limit of
generalizability in this study, as it is a qualitative study with a purposeful sample. There is no
guarantee that the results from this study can be replicated at a different site or with different
participants. Additionally, the sample size for this population was smaller than I had originally
intended. While qualitative studies traditionally have smaller sample sizes than quantitative
studies, I had planned to have at least nine participants in my study. However, two participants
dropped out of the study during the data collection stage. One participant dropped out due to
health reasons, and the other due to undisclosed challenges. I also acknowledge that I brought in
my own biases to this study, which is a potential limitation in my analysis of the data as well as
the notes that I made during data collection. Finally, I was limited in the number of observations
I was able to conduct during data collection. As I was planning to conduct additional
observations of classroom instruction at the beginning of March 2020, our state went into
lockdown due to COVID-19, and I was no longer able to visit classrooms on site to observe.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 6

Some observations were conducted before this occurred, but not what the amount that I had
planned when first designing this study.
Delimitations. There are two delimitations to this study. First, I chose a purposeful site
for the data collection. The reason for this choice was to collect data from a school site that had
been utilizing SEL curriculum for at least five years, in order to gather rich data from teachers
who had significant experience with SEL implementation. The second delimitation in this study
is that I am the sole creator of the study’s data collection instrument and data analysis. All
decisions and analysis were made solely by me, with advice from my dissertation committee
members.
Definition of Terms
Social and emotional learning (SEL): Having the social and emotional competence to
regulate and express oneself and one’s emotions, interact well with others, have empathy for
others, and successfully manage life’s tasks, relationships, and cope with challenges (Elias et al.,
1997).
Cognitive factors: These factors specifically affect learning, such as memory, attention,
processing, and problem solving (Reynolds & Miller, 2013).
Noncognitive factors: Also referred to as “soft skills,” these are the factors that cannot be
measured on achievement tests but are essential for successful emotion regulation, management
of self, and maintaining healthy relationships; these often intertwine with cognitive factors
(CASEL, 2013).
Self-regulated learning: An individual’s management of his learning, using goal-setting,
time management, and other strategies to achieve academic success (Zimmerman, 1990).
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 7

Emotion regulation: An individual’s ability to manage his emotions, in experience and
expression (Gross, 2002).
Organization of the Study
This study is organized in five chapters. The current chapter provides an introduction to
the study. The second chapter in this study provides an overview of relevant literature that
guided the research questions and data collection. The third chapter outlines the methodology
that was used for the study, as well as specifics about the site where data was collected. The
fourth chapter provides the findings from the data collection, outlined by the different themes
generated from relevant literature. The fifth and final chapter provides a discussion of the
findings, as well as the study’s implications and recommendations for research.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 8

Chapter 2: Review of the Literature
The following literature review will examine the research that has been conducted in the
field of SEL. The first section will include an overview of Social and Emotional Learning (SEL)
and the Collaborative for Academic, Social, and Emotional Learning’s (CASEL) conceptual
framework. The literature review will then outline the theoretical foundations upon which SEL is
built, including social cognitive theory, emotion regulation, and tenants of educational and
positive psychology.
Social and Emotional Learning
Social and Emotional Learning (SEL) only entered the field of education in the early
1990s. From the growing field of Positive Psychology emerged a subsection specific to
education and classrooms, now familiar as SEL. In 1994, the Collaborative for Academic, Social,
and Emotional Learning (CASEL) was created to promote “positive development in children,”
looking at the scientific research on positive development as well as the best educational
practices in implementation for children from preschool through high school (CASEL, 2019).
Social and emotional competence has been described as the “ability to understand,
manage, and express the social and emotional aspects of one’s life in ways that enable the
successful management of life tasks such as learning, forming relationships, solving everyday
problems, and adapting to the complex demands of growth and development” (Elias et al., 1997,
p. 2). In evaluating the skills individuals need to enter the workforce, and the mental health
struggles that American youth have increasingly battled, researchers responded with a taskforce
to determine the scientifically proven strategies to better equip students (Elias et al., 1997).
American classrooms have become increasingly diverse in their students’ culture, backgrounds,
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 9

and ability levels, as well as an increase in mental health struggles and behavior problems
(Weissberg, Durlak, Domitrovich, & Gullotta, 2015).
SEL encompasses intrapersonal, interpersonal, cognitive, and noncognitive skills for
students to foster. There are four major domains of SEL:
1. Life skills and social competencies
2. Health-promotion and problem-prevention skills
3. Coping skills and social support for transitions and crises
4. Positive, contributory service (Elias et al., 1997, p. 21-22)
The Life Skills and Social Competencies domain encompasses “generic life, health, citizenship,
and workplace skills” such as self-regulation, managing stress, communication skills, and
decision-making skills (Elias et al., 1997, p. 22). The Health-Promotion and Problem-Prevention
Skills domain includes the “strategies and behaviors to reducing the likelihood of experiencing
specific problems such as drug use (including alcohol and tobacco), violence, AIDS, sexually
transmitted diseases, premature sexual activity, delinquency, and suicide attempts” (Elias et al.,
1997, p. 22). The Coping Skills and Social Support for Transitions and Crises domain
incorporates the efforts to help children cope with challenging life events, to “help them address
the personal and interpersonal turmoil and conflict that accompany significant life change and
loss” (Elias et al., 1997, p. 24). The Positive, Contributory Service domain consists of strategies
to help students foster leadership capabilities and encourage “dedicated leaders and volunteers,”
to help students “feel a sense of positive relatedness and community” (Elias et al., 1997, p. 24).
Each of these domains require emotional, social, and behavioral skills that can be fostered
through explicit SEL instruction.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 10

The goal of implementing SEL into classrooms throughout the country has been centered
on increasing students’ quality of life: in promoting tenets of positive psychology for more
successful relationships with others and understanding of self; in preparing students to be
successful in academic settings; and in providing the “soft skills” that are essential for future
careers (Greenberg, Domitrovich, Weissberg, & Durlak, 2017). High-risk first graders showed
greater social, emotional, and academic growth in an emotionally and instructionally supportive
classroom environment than those who were in a less supportive environment (Hamre & Pianta,
2005). In 2011, a meta-analysis of over 200 studies found evidence to support SEL in schools, as
students who experienced SEL in schools showed improvement in academic achievement,
emotional skills, communication with peers, and more positive attitudes (Durlak, Weissberg,
Dymnicki, Taylor, & Schellinger, 2011). Additionally, Durlak et al. (2011) found in their meta-
analysis that the schools with SEL programs showed a reduction in students’ behavioral
problems and emotional distress.
Research has found that integrating SEL into the classroom increases students’ social
awareness and self-confidence in social interactions, and decreases students’ social anxieties
(Sklad, Dieskstra, de Ritter, & Ben, 2012; Coelho, Marchante, & Sousa, 2015). More recently, a
follow-up meta-analysis found SEL programs not only promote positive social, emotional, and
academic outcomes for students, but could also prevent the development of problems for
students such as drug use, academic struggles, and behavior misconduct (Taylor, Oberle, Durlak,
& Weissberg, 2017). This study confirmed other reports that targeted, schoolwide SEL
interventions can improve students’ academic performance, social and relationship skills, coping
skills, and ability to self-regulate (Taylor, Oberle, Durlak, & Weissberg, 2017). This extensive
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 11

research supports the necessity of students’ exposure to SEL skills for their well-being not only
as children but throughout their adult lives as well.
Conceptual Framework of Social and Emotional Learning
After extensive research into the social and emotional learning that can occur in a
classroom, and best practices for supporting this learning, CASEL (2013) has created a
conceptual framework of five core competencies, intersecting cognitive and noncognitive factors
as well as intrapersonal and interpersonal skills. These are demonstrated in Figure 1, as well as
the outcomes associated with these learned skills (Figure 2). These five competencies created by
CASEL (2013) are as follows:
Table 1: CASEL’s Core Competencies
Core
Competency
Definition Attributes/Skills
Self-awareness The ability to accurately recognize one’s own emotions,
thoughts, and values and how they influence behavior.
The ability to accurately assess one’s strengths and
limitations, with a well-grounded sense of confidence,
optimism, and a “growth mindset”
Identifying
emotions
Accurate self-
perception
Recognizing
strengths
Self-confidence
Self-efficacy
Self-
management
The ability to successfully regulate one’s emotions,
thoughts, and behaviors in different situations --
effectively managing stress, controlling impulses, and
motivating oneself. The ability to set and work toward
personal and academic goals.
Impulse control
Stress
management
Self-discipline
Self-motivation
Goal setting
Organizational
skills
Social
Awareness
The ability to take the perspective of and empathize with
others, including those from diverse backgrounds and
cultures. The ability to understand social and ethical
norms for behavior and to recognize family, school, and
community resources and supports.
Perspective-
taking
Empathy
Appreciating
diversity
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 12

Respect for
others
Relationship
Skills
The ability to establish and maintain healthy and
rewarding relationships with diverse individuals and
groups. The ability to communicate clearly, listen well,
cooperate with others, resist inappropriate social
pressure, negotiate conflict constructively, and seek and
offer help when needed.
Communication
Social
engagement
Relationship
building
Teamwork
Responsible
Decision
Making
The ability to make constructive choices about personal
behavior and social interactions based on ethical
standards, safety concerns, and social norms. The
realistic evaluation of consequences of various actions,
and a consideration of the well-being of oneself and
others.
Identifying
problems
Analyzing
solutions
Solving
problems
Evaluating
Reflecting
Ethical
responsibility
(Social and Emotional Learning Competencies, CASEL, 2017)

Figure 1 illustrates how the five core competencies of SEL are intersected with the
various environments, policies, and individuals involved in each students’ life. This across-the-
lifespan, multiple-environment perspective exemplifies how the ultimate goal of SEL is long-
term outcomes for individuals in multiple areas, not just in the environment of the classroom,
and the timeframe of one school year, echoing Brofenbrenner’s (2006) ecological model
(Bronfenbrenner, 2006). This framework encompasses SEL strategies that have shown increased
student engagement, emotional coping and social skills (Ross & Tolan, 2017). The five core
competencies are interrelated in the three key settings of students’ school lives: the classroom,
with SEL curriculum and explicit instruction; the school, with various SEL schoolwide practices
and policies; and the home environment outside of school with their family, as well as the greater
community that they live in (CASEL, 2017). These three areas intersect with the five core
competencies and students’ development. The SEL instructional approaches that target the
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 13

outcomes associated with the five competencies outlined in the CASEL framework are presented
in Figure 2.

Figure 1. The Five Social and Emotional Learning Core Competencies (CASEL, 2017).

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 14

Figure 2. Outcomes Associated with the Five Competencies (CASEL, 2020).

These outcomes associated with the CASEL’s Core SEL Competencies (2017) utilize
various approaches that all follow four key elements of successful SEL implementation:
1. Sequenced: Connected and coordinated activities to foster skill development.
2. Active: Active forms of learning to help students master new skills and
attitude.
3. Focused: A component that emphasizes developing personal and social skills.
4. Explicit: Targeting specific social and emotional skills. (CASEL, 2020, para. 3

CASEL suggests that schools who utilize approaches through the Core SEL Competencies
framework and the four key elements of implementation (sequenced, active, focused, and
explicit) will have more success than schools who do not follow the framework or
implementation plan (CASEL 2017). Research has found that utilizing these four elements to
implement SEL programs into educational settings increases the levels of effectiveness for the
program on students’ positive academic, behavioral, and emotional outcomes (Durlak,
Weissberg, & Pachan, 2010). The literature supporting these Core SEL Competencies as well as
other key factors of SEL school implementation will be discussed in the following sections.

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 15

Cognitive and Noncognitive Factors in Social and Emotional Learning
Both cognitive and noncognitive processes come into play in SEL, intersecting
throughout CASEL’s conceptual framework of the five key components: self-awareness, self-
management, social awareness, relationship skills, and responsible decision-making (CASEL,
2017). These five components are founded in research, encompassing cognitive, noncognitive,
intrapersonal, and interpersonal skills and processes. Central to CASEL’s Core SEL
Competencies (2017) is social cognitive theory, which evaluates the cognitive, noncognitive,
behavioral, environmental, and social factors that influence individuals’ behaviors and learning
(Bandura, 1986).
Social Cognitive Theory
Social cognitive theory (Bandura, 1986) is one of the foundational, theoretical
underpinnings of SEL. In the social cognitive perspective, personal and cognitive factors,
behavioral factors, and environmental factors all interact in a triadic reciprocity (Bandura, 1986).
Through social cognitive theory, Bandura (1986) proposed that in these cognitive and personal,
behavioral, and environmental factors, humans can learn to self-regulate and self-reflect, using
their own experiences to direct their learning as well as observing others’ experiences. Self-
regulation, as explained by Bandura, is central to social cognitive theory, and involves an
individual’s ability or inability to behave in certain ways. Self-reflection is a metacognitive
practice that involves individuals analyzing their abilities to determine the level of persistence
and effort to place on a task and is a key component to self-regulation. Fundamental to this is the
influence of the model, those surrounding an individual who either encourage or discourage
certain behaviors. Social cognitive theory, in response to behaviorism, found the social model to
influence an individual’s motivation and decision-making. Under social cognitive theory, an
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 16

individual has the power to control his behavior, through self-regulation and reflection, with the
influence of prior experiences, environmental factors, and those around him (Bandura,
1986). This concept is promoted through CASEL’s Core SEL Competencies, specifically in the
realm of self-awareness and self-management (CASEL, 2017).
This theory has evolved over the decades to encompass an agentic perspective of human
behavior (Bandura, 2001). In the agentic perspective of social cognitive theory, the individual
has agency over their development of self. This agentic perspective encompasses four key
components: intentionality, forethought, self-reactiveness, and self-reflectiveness. These
components involve an individual’s ability to intentionally set forth goals and a plan of action,
contemplating the means and motivation to reach their goals, regulating behavior and reflecting
on their own understanding of self, including their personal self-efficacy (Bandura, 2012). In the
agentic perspective, an individual is able to exhibit an intentionality in his decisions and choices,
“self-organizing, proactive, self-regulating, and self-reflecting” (Bandura, 2006, p. 164). The
individual is able to predict outcomes for future goals by understanding their own abilities and
the realistic steps in which to achieve these goals. Metacognition continues to be a key
component to the agentic perspective of social cognitive theory, allowing the individual to reflect
on prior experiences to adjust expectations and future goal setting (Bandura, 2006). The agentic
perspective continues to include the triadic reciprocity component of social cognitive theory,
between individuals’ cognitive and personal attributes, their behavior, and their environment. In
analyzing individual, proxy, and collective agency, Bandura (2011) argues that people do not
achieve through individual agency but rely on various levels of support to accomplish goals.
Bandura (2011) asserts that this interdependent agency is necessary for daily functioning.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 17

CASEL promotes students building agency through finding their voice and learning to
make responsible decisions independently (CASEL, 2017). In supporting the growth of students’
agency, CASEL suggests that “the goal of SEL is to build skills and competencies that help
students successfully navigate and meaningfully contribute to their schools, careers, families,
relationships, and multicultural communities” (CASEL, 2020, para. 9).
Self-Efficacy
Self-efficacy is a key construct that sprung from Bandura’s (1987) social cognitive theory
and is featured in CASEL’s Core SEL Competencies (2017) framework, under self-awareness.
Self-efficacy is defined as an individual’s perceived ability to perform a task (Anderman, Gray,
& Chang, 2013). Self-efficacy is task specific, and an individual’s judgement of his efficacy will
most often determine the level of his efforts and persistence to complete that task. Research has
found that an individual who has high self-efficacy will exert more effort in accomplishing tasks
than those with lower self-efficacy, and show more resilience in encountering obstacles (Pajares,
1996). Conversely, individuals with low self-efficacy may perceive obstacles as more
challenging than they might actually be, and experience extreme stress and a lack of
determination (Pajares, 1996). Self-efficacy involves an individual's perception of his/her ability
on a specific task and is not generalizable to an overall understanding in an individual’s sense of
self and well-being (Pajares, 1996). Self-efficacy thus can often be measured incorrectly in
research, if researchers assign it as a generalized personality trait, and not domain and task
specific. An individual’s self-efficacy can also alter based on environmental or situational
changes (Schunk, Meece, & Pintrich, 2014). Studies have found that self-efficacy beliefs can
even guide or direct students’ career aspirations (Bandura, Barbaranelli, Caprara, & Pastorelli,
2001). Self-efficacy can be developed based on a individuals’ past performance experiences with
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 18

a task, positive or negative; comparing oneself to others’ achievements and performances
through vicarious learning experiences; verbal and social persuasions, or feedback, from one’s
peers, family, teachers, and other outside influences; and interpreting one’s emotional and
physiological state, which can determine how one might feel about a task, and thus affect one’s
self-efficacy (Usher & Pajares, 2008). A group, such as a school or a specific group of teachers,
can also develop “collective efficacy, a shared belief in the group’s capability to attain goals and
accomplish tasks” (Schunk & Pajares, 2005, p. 86).
According to Bandura (2011), individuals develop their beliefs in their self-efficacy
through mastery experiences, vicarious experiences (social modeling), social persuasion, and
evaluating physiological states. Mastery experiences involve previous experiences, and whether
an individual is successful or unsuccessful on a task in the past. Mastery experiences can
negatively and positively affect an individual’s self-efficacy towards a task; they also provide the
opportunity for individuals to build resilience by persisting through failures and learning from
these attempts (Bandura, 2011). Vicarious experiences, or social modeling, involve individuals
observing others and determining their own efficacy based on others’ competency in performing
a task. Social persuasion encompasses the encouragement or discouragement an individual
receives from another person (in education, this can encompass peers, teachers, and parents).
Research has found that social modeling and persuasion can increase an individual’s efficacy
dependent on who is doing the modeling or providing verbal encouragement/feedback (Ahn,
Bong, & Kim, 2017). Physiological and emotional states also increase or decrease an
individual’s efficacy, as an individual can interpret his body’s reaction to a task (or preparing for
a task) as positive or negative. Mood can also affect self-efficacy, as positive or negative moods
can increase or decrease one’s understanding of ability (Bandura, 2011). Efficacy beliefs are
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 19

strong predictors in shaping individuals’ goals, expectations of outcomes, and perceptions of
obstacles (Bandura, 2011).
Self-Regulation
Self-regulation is another key component of social cognitive theory and contributes to an
individual’s sense of agency. Self-regulation is found under self-management in CASEL’s Core
SEL Competencies (2017) framework. In looking at self-regulation through an academic lens,
Zimmerman (2008) describes self-regulated learning as a “proactive” process to help students
learn important skills such as setting goals, monitoring one’s learning, selecting various
strategies to aid in studying, evaluating whether progress is being made towards one’s goals, and
adjusting behavior or goals when necessary. Usher and Schunk (2018) specifically define self-
regulation as “the process of systematically organizing one’s thoughts, feelings, and actions to
attain one’s goals” (Usher & Schunk, 2018, p. 19). Zimmerman (2016) contributes to this
definition in his appraisal that “self-regulation is not a mental ability or an academic performance
skill; rather it is the self-directive process by which learners transform their mental abilities into
academic skills,” acknowledging the potential agency with which individuals can have in their
abilities to self-regulate (Zimmerman, 2016, p. 65). Zimmerman argues that teaching students to
self-regulate their learning allows them to become more autonomous and proactive, which
involves the student learning to control surrounding environmental factors that help or hinder his
knowledge acquisition (Zimmerman, 1990). Zimmerman describes self-regulated learners as
individuals who utilize metacognitive, motivational, and behavioral processes to control their
learning. The metacognitive processes involve students’ high sense of self-awareness, and aid in
their planning and goal setting. The motivated self-regulated learner reports high self-efficacy
and finds value in working towards achieving goals. The self-regulated learner behaviorally
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 20

creates an environment that best supports his learning. These learners know how to set goals,
monitor their progress towards these goals, and self-reflect on the process (Zimmerman, 2016;
Zimmerman, 1990).
Emotion Regulation
Emotion regulation is another key component of CASEL’s Core SEL Competencies
(2017), under the self-management competency, as well as recognizing and naming emotions in
the self-awareness competency. Emotions are a key component to guiding students’ learning
processes, as “emotions form a critical piece of how, what, when and why people think,
remember, and learn” (Immordino-Yang, 2016, p. 17). Emotion often guides students’ learning,
and influences what students remember about lessons, experiences, and interactions (Immordino-
Yang, 2016).
Emotion regulation has been described as “the ability to recognize, regulate, and express
emotions adeptly,” and affects an individual’s ability to cope with challenges (Buckley & Saarni,
2014, p. 99). Emotion regulation is a component of emotional competence, as theoretically
outlined by Carolyn Saarni (1999). Emotional competence encompasses eight skills: having an
awareness of one’s emotional state; the ability to recognize the emotions of others; the ability to
explain one’s emotions; having empathy and concern for another individual; the ability to
regulate one’s emotions, coping with distressing feelings and situations; the ability to share
emotions to strengthen relationships; and the ability to have “emotional self-efficacy,” or
acceptance of one’s emotions (Saarni, 1999, p. 5). Emotions can be expressed verbally or
nonverbally, and the level to which others can interpret these emotional signals depends on that
individual’s level of emotional competence (Buckley & Saarni, 2014).
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 21

Emotion regulation is both conscious and unconscious, and can be influenced by outside
sources as well as internally (Buckley & Saarni, 2014). Immordino-Yang (2016) notes that
emotions are essential to our learning processes, and that “understanding emotions is … about
the meaning that students are making -- that is, the ways in which students and teachers are
experiencing or feeling their emotional reactions and how their feelings steer their thoughts and
behavior, consciously or not” (Immordino-Yang, 2016, p. 21). Conscious emotion regulation
involves recognizing internal emotions and determining whether or not to express them
externally. Emotion regulation is an important strategy for individuals to develop, to help guide
and manage stressful situations, relationships, and circumstances. A key component to regulating
emotions involves recognizing and perceiving internal emotions (Geßler, Nezlek, & Schütz,
2020). Research has found that the ability to regulate emotions can affect social relationships
negatively or positively, depending on how the individual’s capacity for regulation (Lopes,
Salovey, & Cote, 2005). In one study, the long-term effects of a positive social development
intervention program implemented in childhood greatly increased students’ emotion regulation
and decreased their chances of suicide and involvement in crime at 21 years of age (Hawkins,
Kosterman, Catalano, Hill, & Abbott, 2005). An individual’s capacity to emotionally regulate
can also greatly affect his academic achievement (Buckley & Saarni, 2014). Studies have found
that even in children as young as kindergarten, emotion regulation is tied positively to academic
achievement (Ursache, Blair, & Raver, 2012).
Fixed and Growth Mindset
In the self-awareness competency of CASEL’s Core SEL Competencies (2017)
framework, building a growth-mindset is a key component. The concept of growth mindset
centers on students’ approach to confronting academic challenges (Dweck, 2016). Dweck argues
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 22

that there are two mindsets through which individuals perceive their own abilities: fixed and
growth mindset. The fixed mindset is one in which an individual believes that their abilities
cannot change, “you have only a certain amount of intelligence, a certain personality, and a
certain moral character” (Dweck, 2016, p. 8). In contrast, an individual with a growth mindset
has a belief that “your basic qualities are the things you can cultivate through your efforts, your
strategies, and help from others” (Dweck, 2016, p. 7). Cultivating a growth mindset involves
understanding that one’s abilities are not fixed but can change with applied practice, experience,
and diligent efforts (Dweck, 2016).
Research has found that in the classroom, students’ mindsets can affect their motivation
and goal setting, as well as the strategies they choose to utilize in working towards achievements
(Dweck & Molden, 2017). Additionally, mindsets have been found to potentially affect students’
self-control and ability to regulate (Job, Walton, Bernecker, & Dweck, 2015). Researchers in one
study found that students who have a fixed mindset about willpower, in that it cannot change,
tend to regulate less than students who have a growth mindset about their ability to exert self-
control (Job, Walton, Bernecker, & Dweck, 2015). Dweck (2015) also highlights in her research
the necessity of teachers encountering their own beliefs when working to change students’
mindsets. Dweck (2015) states that “it might be difficult for teachers to create contexts of growth
for students if the teachers do not believe in growth for themselves,” arguing that in order to
foster a classroom environment of growth, teachers must first embrace and model the mindsets
(p. 244). Likewise, research has found that parents’ beliefs about failure, and whether it is a
positive or negative experience, affect their own child’s mindsets (Haimovitz & Dweck, 2016).
The parent who finds failure to be a negative experience that is detrimental to a child’s success,
focusing on ability and performance rather than growth from failure, the child is more likely to
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 23

develop a fixed mindset about his/her own intelligence and capabilities (Haimovitz & Dweck,
2016). Research has found that mindsets can be changed through targeted interventions, for both
children and adults (Dweck, 2017). These targeted interventions are found throughout SEL
programs, and working with students on fostering a growth mindset is a key component of
CASEL’s Core Competencies (2017).
Social and Emotional Learning in the Elementary School
SEL has shown to have positive effects on students’ emotional well-being, classroom
behavior choices, social awareness, and regulation skills, even in the younger years of
kindergarten and first grade (Ashdown & Bernard, 2012). Studies have found that levels of social
competence in kindergarten could predict individuals’ future well-being in adolescence or
adulthood (Jones, Greenberg, & Crowley, 2015). The growing research on SEL implementation
in the elementary classroom demonstrate the effects that targeted instruction in social and
emotional skills have long term benefits for children, possibly across their lifespan (Taylor,
Oberle, Durlak, & Weissberg, 2017).
Schoolwide SEL Implementation
Implementing SEL across an entire elementary school requires the participation and
agreement from various stakeholders throughout the school setting, including teachers, office
support staff, families, and administrative leadership (CASEL, 2020). Effective SEL
implementation is provided in the classrooms, throughout the school, and in family and
community partnerships (Greenberg, Domitrovich, Weissberg, & Durlak, 2017). CASEL (2020)
identifies schoolwide SEL implementation as a “systemic approach to integrating academic,
social, and emotional learning across all school contexts,” which includes continued professional
development for faculty, staff, and families, as well as repeated assessment of SEL outcomes
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 24

(para. 1). CASEL states that evidence of successful SEL implementation is found in the
following indicators across the classroom, school, family, and community:
Table 2: CASEL’s Indicators of Schoolwide SEL
Indicators Evidence
Explicit SEL
Instruction
Students have consistent opportunities to cultivate, practice, and
reflect on social and emotional competencies in ways that are
developmentally appropriate and culturally responsive.
SEL integrated with
academic instruction
SEL objectives are integrated into instructional content and teaching
strategies for academics as well as music, art, and physical education.
Youth voice and
engagement
Staff honor and elevate a broad range of student perspectives and
experiences by engaging students as leaders, problem solvers, and
decision-makers.
Supportive school
and classroom
climates
Schoolwide and classroom learning environments are supportive,
culturally responsive, and focused on building relationships and
community.
Focus on adult SEL Staff have regular opportunities to cultivate their own social,
emotional, and cultural competence, collaborate with one another,
build trusting relationships, and maintain a strong community.
Supportive discipline Discipline policies and practices are instructive, restorative,
developmentally appropriate, and equitably applied.
A continuum of
integrated supports
SEL is seamlessly integrated into a continuum of academic and
behavioral supports, which are available to ensure that all student
needs are met.
Authentic family
partnerships
Families and school staff have regular and meaningful opportunities to
build relationships and collaborate to support students’ social,
emotional, and academic development.
Aligned community
partnerships
School staff and community partners align on common language,
strategies, and communication around all SEL-related efforts and
initiatives, including out-of-school time.
Systems for
continuous
improvement
Implementation and outcome data are collected and used to
continuously improve all SEL-related systems, practices, and policies
with a focus on equity.
(The CASEL Guide to Schoolwide SEL Essentials, CASEL, 2020)
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 25

Rimm-Kaufman and Hulleman (2015) created a conceptual framework (see Figure 3)
based on SEL research to illustrate “how effective use of SEL intervention core components in
classrooms sets new classroom experiences into motion” (p. 153). This framework outlines the
various elements central to schoolwide implementation of SEL. In the classroom, teachers utilize
both explicit instruction of SEL constructs, with SEL lessons purposefully placed during the
school day to instruct students in various skills. In addition to explicit instruction, teachers also
integrate SEL constructs into other academics.

Figure 3. Rimm-Kaufman & Hulleman’s (2015) Framework of SEL Outcomes, presented in The
Handbook of Social and Emotional Learning

For successful schoolwide implementation, teachers include SEL skills and strategies with their
academic lessons, working to interweave the disciplines. Additionally, teachers bring SEL
implicitly into the daily routines of the classroom. This includes the ways that teachers model
SEL for students in their interactions throughout the school day. These SEL implicit and explicit
SEL lessons foster and grow teacher-student relationships as well as student-student
relationships, as well as improving students’ interpersonal, intrapersonal, emotional and
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 26

cognitive skills. This improvement extends beyond the classroom and into students’ school and
outside of school lives. (Rimm-Kaufman & Hulleman, 2015)
SEL researchers have found that the key to successful SEL implementation is involving
the entire school community and stakeholders, including teachers, families, school support staff,
and administration (Elias, Leverett, Duffell, Humphrey, Stepney, & Ferrito, 2015). In the
Handbook of Social and Emotional Learning, Elias et al. present seven key principles and
suggestions for beginning schoolwide SEL implementation:
1. Develop a school infrastructure that can integrate and support SEL and positive school
culture and climate development, and ongoing implementation into all aspects of school
goals, priorities, programs, strategies, and initiatives.
2. Assess your schoolhouse: Assessing the schoolhouse requires careful examination of all
SEL-related efforts taking place in a school.
3. Assess your school’s culture and climate.
4. Articulate shared values, themes, and essential life habits.
5. Unify problem-solving strategies and other skills to be imparted.
6. Improve faculty readiness to teach SEL.
7. Connect to those who are walking the walk. (Elias et al., 2015, p. 36-39).

Support from the principal and the classroom teachers, as well as strong professional
development have been shown to have strong effects on SEL outcomes in schools (Kam,
Greenberg, & Walls, 2003). Professional development should be provided before any SEL
program is implemented in the school, and continue throughout implementation (Domitrovich,
Durlak, Staley, & Weissberg, 2017). This professional development should include instruction in
SEL terms, rationale, strategies and skills, as well as continued onsite coaching for the teachers
and staff (Redding & Walberg, 2015). Frequent and targeted professional development for
faculty and staff has been linked to higher SEL outcomes in students (Durlak et al., 2011;
Redding & Walberg, 2015).
Principal support and leadership are also key to successful SEL implementation at a
school. Schools with strong principal support for SEL showed higher learning outcomes than
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 27

those with little to no support from administrative leadership (Kam, Greenberg, & Walls, 2003).
Administrative leadership plays a pivotal role in choosing an SEL program to fit the school’s
needs, creating a team to guide implementation, connect with families and the greater school
community, and provide support and encouragement for teachers (Meyers, Domitrovich, Dissi,
Trejo, & Greenberg, 2019). The principal support of teachers and leadership in SEL
implementation includes continual planning and assessment of SEL objectives and outcomes,
and promoting SEL as a priority for the students (Redding & Walberg, 2015). The principal also
includes teachers and other staff members to share in the leadership of SEL implementation,
“inspiring others to share and elaborate their vision,” and create a community in which all the
adults have a significant role in the students’ SEL development (Elias, O’Brien, & Weissberg,
2006, p. 13).
School-wide community support, including teachers, administration, and support staff,
has been found to be a pivotal component of effective SEL implementation (Redding &
Walberg, 2015). Creating a school vision that promotes a positive, safe, and inclusive
environment for all students sets the standard for all individuals on the campus (Elias et al.,
1997). Fostering strong connections among all adults on campus, and encouraging collaboration,
cooperation, and support also add to a positive campus that fosters strong SEL adoptions (Elias
et al., 1997; Redding & Walberg, 2015). When the faculty and staff on campus embrace the SEL
strategies and constructs, and begin to utilize them throughout the school day, the program
becomes completely integrated into the culture and values of the school, which in turn increases
the effectiveness of the program on student academic, social, and emotional outcomes (Kress &
Elias, 2006).

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 28

SEL in the Classroom
Research has shown that creating an emotionally supportive and safe classroom reduces
aggression among elementary students (Merritt, Wanless, Rimm-Kaufman, Cameron, & Peugh,
2012). When teachers provide supportive interactions with students, they are modeling behaviors
for children to emulate with their own peers and create an environment that feels safe for
children (Merritt et al., 2012). Students who were at risk showed great emotional, social, and
academic gains after just one year of placement in an emotionally supportive classroom (Hamre
& Pianta, 2005). These “emotionally supportive” classrooms included teachers who were “aware
and responsive to individual students’ needs, offered effective and proactive behavior
management, and creative a positive classroom climate in which teachers and students enjoyed
each other and their time in the classroom” (Hamre & Pianta, 2005, p. 962).
Building Positive Teacher-Student Relationships. A key component to successful SEL
implementation is the positive formation of teacher and student relationships (Williford &
Wolcott, 2015). McCormick and O’Connor (2015) found a correlation between positive and
close relationships between teachers and students and increased students’ reading levels.
Research suggestions that when students feel supported and encouraged by teachers, they are
more likely to take academic risks (McCormick & O’Connor, 2015). When teachers foster warm,
positive relationships with students, academic achievement growth is more likely to occur,
especially for students who are considered at risk (Spilt, Hughes, Wu, & Kwok, 2012).
Additionally, research has determined correlations between positive student-teacher relationships
and student autonomy and perceived competence (Bakadorova & Raufelder, 2018). In students
as young as kindergarten, the ability to self-regulate and the support of a positive teacher-student
relationship increases students’ academic achievement entering into first grade (Hernandez et al.,
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 29

2017). Studies have found that teacher-student relationships also affect peer perception and
acceptance of students (Hughs & Im, 2016). When teachers foster positive relationships with
students and model what they like about specific students, they reduce peers’ rejection of those
students (Mikami, Gregory, Allen, Pianta, & Lun, 2011; Hughs & Im, 2016). This supports the
SEL construct of the classroom fostering social and emotional growth for students, and “suggests
the need for a greater emphasis on teacher preparation and professional development programs
on building positive relationships with all students” (Hughs & Im, 2016, p. 608).
Conversely, students displaying difficult temperament in the early elementary years have
been linked to teacher-student conflict through middle school (Rudasill, Niehaus, Buhs, &
White, 2013). Often, challenges between students and teachers are a result of students’
behavioral difficulties surrounding a lack of self-regulation strategies, impulse control, and
emotion management (Houts, Caspi, Pianta, Arseneault, & Moffitt, 2010). Houts et al. (2010)
suggest that providing teachers with strategies and training in positive behavior management
skills could reduce these challenges with students in student-teacher conflict, and increase
students’ academic and emotional gains. This can also increase teachers’ satisfaction in their
profession, as teachers who felt that they had cultivated positive, close relationships with their
students reported feeling more joy (Hagenauer, Hascher, & Volet, 2015). Research has found the
positive teacher-student relationships contribute to teachers’ overall well-being, which in turn
can foster students’ social and emotional development in the classroom (Aldrup, Klusmann,
Ludtke, Gollher, & Trautwein, 2018). Aldrup et al. (2018) found that when teachers had a higher
“social-emotional competence,” their ability to help students name and regulate their own
emotions increased, which led to increased teacher-student relationships, even with the students
who presented with challenging behaviors (p. 133). This research aligns with CASEL’s Core
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 30

SEL Competencies (2017) framework in guiding students in self-awareness, self-management,
social awareness, and relationship skills.
Classroom Behavior Management. In addition to supporting positive teacher-student
relationships, teachers utilizing SEL strategies in their classrooms implement a system of
classroom management that is based on positive support and increasing students’ agency in
making responsible decisions (CASEL, 2013). Creating a safe and comfortable classroom
setting, fostering community through class meetings and cooperative learning, allowing students
to use their voices and make decisions about their learning, using modeling and role play to
increase students’ social awareness, and promoting and encouraging self-reflection are all
strategies teachers utilize in SEL implementation to help guide students’ behavior in the
classroom (Elias et al., 1997). Central to guiding students using positive behavior management
strategies is the strength of the teacher-student relationship, as discussed previously (Bear,
Whitcomb, Elias, & Blank, 2015). Teachers who utilize SEL strategies to guide their classroom
management have reported an increase in students’ attitudes towards themselves and others,
growth in their students making responsible decisions in the classroom setting, and fewer
conduct disruptions in the classroom (Durlak et al., 2011). Research has found that when
teachers show respect, kindness, and empathy for students, there is a decrease in student
disruptive behavior and school suspensions (Yeager, Dahl, & Dweck, 2018).
The SEL emphasis on self-discipline and students making responsible decisions with
autonomy and agency has shown to have long-term effects on individuals’ lives outside of
school, in contrast with the most immediate behavior management strategies many typical
classrooms employ (Bear, Whitcomb, Elias, & Blank, 2015). The concept of self-discipline is
central to CASEL’s Core Competencies (2017) framework and SEL constructions. Self-
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 31

discipline aligns closely with self-regulation and involves students “inhibiting inappropriate
behavior and exhibiting prosocial behavior under their own volition, reflecting the internalisation
of the values, standards, beliefs, and attitudes of their parents, teachers, peers, and others in
society” (Bear & Manning, 2014, p. 348). Classroom behavior management through a SEL lens
includes encouraging students to understand why it is important to exhibit certain behaviors and
choosing not to exhibit other behaviors (Bear & Manning, 2014). The SEL framework
approaches school discipline and behavior management through a student-centered lens, in
contrast with the more traditional teacher-centered lens that utilizes external reward systems
(Osher, Bear, Sprague, & Doyle, 2010). Additionally, SEL behavior management consists of
adults taking into account students’ social and emotional needs when guiding them in matters of
discipline, creating a supporting and empathetic community in which students are encouraged to
foster self-discipline but in a developmentally appropriate way (Bear & Manning, 2014).
SEL and Family Partnerships
The home setting and family dynamics are a critical component to a child’s social and
emotional development (CASEL, 2020). Involving the family in a partnership with the school is
a recommended and pivotal component of implementing SEL (CASEL, 2020). In
Bronfenbrenner’s (2006) ecological systems model, the family holds a key place in a child’s life,
and these interactions with family members strongly influence a child’s growth and development
(Bronfenbrenner, 2006). Including the family in partnership with the school has shown to be an
important part of improving students’ behavioral and academic outcomes (Sheridan et al., 2016).
Guiding families in SEL strategies and constructs allows a continuity for the child from school to
home, which could consistently reinforce the SEL lessons that the school has put forth (Elias,
Bryan, Patrikakou, & Weissberg, 2003). Providing parents with SEL training, and continuously
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 32

educating parents in the SEL language and strategies, increases this consistency between home
and school for students (Elias et al., 1997). Additionally, this fosters a stronger relationship
between parents or guardians and children, encouraging positive communication and behavior
management strategies for the home environment (Albright, Weissberg, & Dusenbury, 2011).
Garbacz, Swanger-Gagne, and Sheridan (2015) suggest the following components for a
successful school and family partnership:
1. The roles of educators and family members reflect their shared responsibility for
promoting child and youth development.
2. The program clearly specifies that family members and educators are to engage in shared
or joint work.
3. The nature of interactions between educators and family members is collaborative and
focuses on enhancing student outcomes.
4. Both home and school contexts are targeted in intervention activities.
5. There is open communication that allows for multidirectional flow of information.
(Grabacz, Swanger-Gagne, & Sheridan, 2015, p. 246).

In line with this research, CASEL has included fostering family partnerships as a key
component in its guide to schoolwide implementation of SEL (CASEL, 2020). CASEL proposes
that this partnership offer two-way communication, and states that “it is important for teams to
foster a culturally responsive and welcoming school environment and authentically engage in
families as partners in promoting students’ SEL” (CASEL, 2020, para. 5). This partnership
should include frequent communication with the family, including families to participate in
school activities, offering SEL training for families, and providing guidance and support for
families to implement SEL strategies at home (Albright & Weissberg, 2010). Particularly
important is a school’s offer to train parents in SEL strategies, which “empowers them to
effectively model and apply the skills children need to learn” (Albright, Weissberg, &
Dusenbury, 2011, p. 3). In addition to providing families with SEL training, including SEL
strategies as a focus area for growth in parent-teacher conferences and on progress reports further
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 33

involve the families in the students’ SEL development (Albright, Weissberg, & Dusenbury,
2011).
Conclusion
Schools that adopt a SEL program have shown increases in students’ academic
achievements, self-regulation, emotional coping skills, and social skills (Durlak et al., 2011;
Taylor, Oberle, Durlak, & Weissberg, 2017). In CASEL’s Core SEL Competencies (2017)
framework, five key factors are interwoven into students’ instruction: self-awareness, self-
management, social awareness, relationship skills, and responsible decision-making. These
competencies are founded on research from educational and positive psychology, and include
both cognitive and noncognitive factors to improve students’ academic, emotional, and social
well-being (Bandura, 1986; Zimmerman, 1990; Saarni, 1999; Durlak, Weissberg, & Pachan,
2010). Implementing SEL schoolwide and in partnership with students’ families provides
students with skills that they will utilize throughout their lives (Darling-Hammond, 2015).

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 34

Chapter 3: Research Methodology
The purpose of this study was to examine elementary teachers’ experiences with Social
and Emotional Learning (SEL) and the ways in which they implement SEL in their classrooms.
Based on the research, effective SEL programs have led to high student achievement and lower
mental health concerns (Durlak et. al, 2011). This chapter presents the research methodology that
was utilized in this study, including the research questions, research design, population and
sample, instrumentation, reliability and validity information, demographic and background
information, procedure and data collection, and data analysis.
Research Questions
Based on the literature discussion in Chapter 2, it is evident that SEL is essential to
students’ wellbeing, from early school years throughout adulthood. Providing students
instruction in effective communication, regulation of behavior, social interactions, and
encouraging self-awareness have all been found to lead to higher academic achievement (Durlak
et. al, 2011). The Collaborative for Academic, Social, and Emotional Learning (CASEL) has
identified five key competencies for SEL programs in schools: self-awareness, self-management,
social awareness, relationship skills, and responsible decision-making (CASEL, 2013). The
purpose of this study was to examine teachers’ experiences and methods in implementing SEL,
through the lens of CASEL’s Core SEL Competencies (2017) framework, which has been
identified as an essential roadmap to successful SEL in the elementary classroom environment.
The following research questions guided this study:
1. What are teachers’ experiences in implementing SEL in the elementary classroom?
2. How do teachers implement the five core competencies and SEL practices in the
elementary classroom?
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 35

Research Design
This study was designed as a qualitative study examining teachers’ experiences and
implementation methods. I conducted interviews with elementary teachers from Jefferson
Elementary (pseudonym), observed those teachers conducting SEL lessons in their classrooms,
and analyzed documents that teachers used for SEL implementation. This study asked the
question “how” to understand and make meaning of teachers’ implementation of SEL in their
classrooms. The purpose of this study was to explore teachers’ experiences in implementing
SEL. The qualitative research was the methodology chosen to conduct this study, as it is focused
on understanding how people interpret their experiences, using detailed description to make
meaning from situations and events (Merriam & Tisdell, 2016).
In qualitative research, the researcher is the primary instrument of data collection
(Creswell & Poth, 2018). I wanted to explore teachers’ perceptions and actions, and their own
understanding of SEL through their lenses as educators. I felt that I could do this best through
interviews, observations, and document analysis to discover how teachers implement SEL in
their classrooms and their experiences doing so. In having a purposeful sample, I was able to go
more in depth with teachers and explore their experiences expansively (Merriam & Tisdell,
2016). Agee (2009) writes that “qualitative inquiries involve asking the kinds of questions that
focus on the why and how of human interactions,” (p. 432) which can be best explored through
observing these interactions and exploring the nature of the individuals involved through
interviews. I spent extensive time in the field observing teacher instructional time, as well as
interviewing teachers as they reflected on their past and present experiences with SEL. I
designed this study utilizing qualitative methods, as I felt the descriptive, inductive process of the
qualitative research format best addressed my research questions.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 36

Sample and Population
The sample for this study was a purposeful sample, chosen from teachers from the school
site who have been trained in and implemented SEL for at least five years. The goal of this
sample was to present an in-depth depiction of teachers’ experiences in utilizing SEL during
their instructional time, and the ways in which they do so. “Information-rich cases” provide an
opportunity for the researcher to delve into individuals’ lived experiences (Patton, 2015, p. 53). I
chose a purposeful sample, as I needed a representative of SEL educators who had been trained
and had experience implementing the SEL constructs. As Merriam and Tisdell (2016)
state, “purposeful sampling is based on the assumption that the investigator wants to discover,
understand, and gain insight and therefore must select a sample from which the most can be
learned,” (p. 96) or more specifically, the distinct perspective of SEL educators that I sought to
explore in this study. While purposeful samples are not generalizable in nature, they provide an
extensive picture of individuals’ experiences that can serve as lessons for others in the field
(Patton, 2015). My hope is that through these teachers’ stories, other educators will find
similarities and inspiration in their own practices.
For confidentiality purposes, pseudonyms have been utilized to identify the participants
and school site. The participants for this study are seven teachers from Jefferson Elementary who
have all taught for at least five years using SEL. Five of the teachers work directly with a
classroom of students, and two teachers provide special intervention support with individual
student instruction and working alongside the other teachers. All seven of the participants teach
at the elementary level, in kindergarten, first, third, and fourth grade classrooms. Each of the
participants have received a variety of SEL professional development trainings. Participation was
voluntary, and participants had the option to withdraw at any time. Originally, this study had
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 37

nine participants, but two participants dropped out for personal reasons. Their responses were not
used in this study. I visited Jefferson Elementary to explain the study, the purpose of the study,
and the specifics of participant roles. If interested, teachers provided their emails so we could
schedule our first meetings. I obtained Institutional Review Board (IRB) approval in order to
conduct this study.
Jefferson Elementary is an elementary school in a suburban area of Southern California.
Earning the distinction of a Gold Ribbon school, Jefferson’s mission is to provide its students
with a quality education that is focused on academic development as well as students’ emotional
and social growth and well-being. Gold Ribbon schools in California are honored with this title
for their “exemplary achievements in implementing state standards in priority areas” (California
Department of Education, 2019). Adopting a SEL program in 2009, Jefferson places students’
self-motivation, self-management, communication abilities, and leadership skills as priority in its
school vision and mission (anonymous, n.d.). Jefferson has integrated SEL tenants as part of its
vision and mission statement, preparing students to grow socially, emotionally, and academically
as leaders in their community (anonymous, n.d.). Jefferson Elementary prioritizes building
leadership qualities in students and approaches education with a whole-community mindset,
involving teachers, administrative staff, and families (anonymous, n.d.). The school enrolls
approximately 300 students, with about 85% of those students identifying as Hispanic or Latino.
Approximately 74% of students are socioeconomically disadvantaged, and about 50% of the
student population are English Learners. The school is in the unique placement in the middle of
higher socio-economic neighborhoods, with Jefferson serving a lower socio-economic
population than the surrounding neighborhood schools.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 38

Jefferson Elementary has been certified as a Lighthouse School through Franklin Covey’s
SEL Leader in Me program. The Leader in Me program is a CASEL approved SEL program
with explicit SEL lessons and strategies for teachers, as well as resources for parents. This
Lighthouse School distinction places Jefferson as one of only 300 schools internationally who
have been given this certification. The Lighthouse School Certification indicates that “schools
have produced outstanding results in school and student outcomes, by implementing the process
with fidelity and excellence” (Franklin Covey, 2020, para 1). To be approved as a Lighthouse
School, schools must pass a strict on campus visit and assessment by committee members that
determines if a school is following CASEL and SEL tenants throughout the campus. The criteria
include:
1. The principal, school administration and staff engage in ongoing learning and develop as
leaders, while championing leadership for the school.
2. Leadership principles are effectively taught to all students through direct lessons,
integrated approaches, and staff modeling.
3. The school community is able to see leadership in the physical environment, hear
leadership through the common language of the 7 Habits, and feel leadership through a
culture of caring, relationships, and affirmation.
4. Students lead their own learning with the skills to assess their needs, set appropriate
goals, and carry out action plans.
5. Teacher planning and reflection, trusting relationships, and student-led learning combine
to create environments for highly engaged learning. (Franklin Covey, 2020, para. 2).

Jefferson earned the distinction of a Lighthouse School and has worked to maintain this
distinction, with a renewal assessment every two years. The Jefferson Elementary community
takes great pride in its distinctions of Gold Ribbon and Lighthouse School. This is a
distinguishing characteristic of the school that serves a population challenged by financial
struggles, immigration concerns, and language barriers.

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 39

Instrumentation
This study utilized qualitative methods of inquiry, in which the researcher is the key
instrument (Creswell & Poth, 2018). As the researcher, I conducted multiple interviews with the
teachers who were identified as the sample. The interviews consisted of the following sections:
1) Background of the individual and his/her experience in working with SEL programs; 2) the
teachers’ implementation of SEL; and 3) the teachers’ perceptions and experiences working with
SEL in their school population. Observations of instructional periods were also conducted, both
in specific SEL lessons and general classroom lessons to observe how SEL components have
been adopted into the classroom culture. Additionally, document analysis was conducted of the
SEL program Jefferson teachers have been using throughout the school, titled Leader in Me.
These documents were analyzed through CASEL’s Core SEL Competencies (2017) framework
and included in the findings section of this study.
Procedure and Data Collection
I collected data at Jefferson Elementary from November, 2019 through March, 2020.
Data collection included multiple interviews with each of the Jefferson teachers. These
interviews were semi-structured, with an interview protocol used to increase reliability
(Maxwell, 2013). All of the teachers signed consent forms before our interviews began. I spent
time in each of the Jefferson teachers’ classrooms to observe both explicit SEL lessons and
general classroom time. Additionally, I analyzed the Leader in Me program documents that
teachers use to implement SEL lessons in their classrooms, as well as train and educate the
Jefferson families in SEL strategies. Using these multiple methods to collect data ensured
triangulation in the data collection process, to aid in the validity of the data (Maxwell, 2013).

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 40

Data Analysis
Qualitative research attempts to describe individuals’ perceptions of reality and
perspectives of their world. While there is no way to truly capture “truth” in this research, it is
essential to “uncover the complexity of human behavior in a contextual framework, and to
present a wholistic interpretation of what is happening” (Merriam & Tisdell, 2016, p. 244). Data
analysis during this study was an ongoing process throughout data collection, to best provide a
wholistic view of teachers’ experiences in working with SEL (Merriam & Tisdell, 2016). My
first step in the data analysis process was to review notes after each observation and interview. In
this first review of each item, I noted any initial thoughts and/or comments on questions that I
had, as well as key moments in the observation or interview and any questions that arose from
the observation or interview. I used a transcription service to transcribe each interview initially,
but took great care to review each transcription with the interview recording to ensure the most
accurate analysis. After multiple reviews of the interview transcripts and researcher notes, as
well as observation notes, I looked for different patterns and themes throughout the data, using
the research questions to guide the inquiry (Merriam & Tisdell, 2016). I utilized both a priori
codes, developed from the literature review, as well as emergent codes that arise from the data
(Saldana, 2013). Additionally, I continuously recorded initial comments during observations and
journaling after data collection in order to reserve bias during data analysis as much as possible
(Maxwell, 2013).
Professional Research Standards
To ensure that this study is conducted ethically, I obtained written, informed consent
from all participants. In obtaining consent, I assured the participants that their role in this study
was entirely participatory, and that I was there to learn from the teachers and about their
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 41

program. I have maintained confidentiality of participants' interviews and observations, only
using the data collected for the purpose of this study.
Summary
Two research questions have guided this study: 1. What are teachers’ experiences
implementing SEL in the elementary classroom? and 2. How do teachers implement the five core
competencies and SEL practices in the elementary classroom? This study was conducted at an
elementary school site to explore teachers’ experiences in implementing SEL into their teaching.
The results of this study are presented in the next chapter.

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 42

Chapter 4: Findings
The purpose of this study was to explore elementary school teachers’ experiences in
implementing social and emotional learning. CASEL’s Social and Emotional Learning Core
Competencies (2017) framework of self-awareness, self-management, social awareness,
relationship skills, and responsible decision making in the classroom, school, and greater
community provided a lens through which this study was conducted. The first three chapters of
this dissertation provided an introduction to the problem surrounding mental health in the United
States, the importance of integrating Social and Emotional Learning (SEL) strategies into
classrooms, a review of the literature encompassing SEL constructs and implementation, and the
methodological design that was used in this study. This chapter will present the findings that
emerged from the data collection, which were analyzed through the lens of CASEL’s Core SEL
Competencies (2017) framework.
This study utilized qualitative methods to conduct interviews, observations, and
document analysis. All the participants of the study have been given pseudonyms. The findings
for this study will be presented based on the two research questions that the data collection
sought to answer:
1. What are teachers’ experiences implementing SEL in the elementary classroom?
2. How do teachers implement the five core competencies and SEL practices in the
elementary classroom?
The participants in this study have all been teaching at Jefferson and using SEL in their
instruction for over five years. Three of the participants have been teaching at Jefferson for at
least 20 years. Two of the participants had previously taught in the classroom but now serve as
intervention specialists and support providers for students who need additional instruction.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 43

Section One: Research Question 1
Research Question 1 asked, “What are teachers’ experiences implementing SEL in the
elementary classroom?” The findings that emerged to answer this question surrounded teachers’
lived experiences and beliefs about SEL, which have formed over years of implementing SEL in
the elementary classroom setting. The findings for this section fall under CASEL’s Core SEL
Competencies (2017) framework of the various settings in which SEL takes place: in the
classroom, in the school, and within the family outside of school. These settings involve
implementing SEL in the classroom utilizing specific SEL curriculum and instructional
practices; the SEL practices and policies that are implemented schoolwide; and the various
partnerships that the teachers and school form with their students’ families to continue
implementation in the home environment as well. The findings that emerged to answer Research
Question 1 of teachers’ experiences have been organized in these three categories: classroom,
school, and family.
SEL in the Classroom
Finding Purpose in Teaching SEL
An emerging theme from interviews with the teachers of Jefferson Elementary was the
feeling that they all found great purpose and meaning in their careers as SEL educators. The
teachers all spoke of finding purpose in helping students grow socially and emotionally, and how
important this work is for them to do. Despite the many challenges of teaching at Jefferson
Elementary, the teachers spoke of their desire to put the students and their growth above all the
difficulties. Teacher E stated, “...the decisions we make are always because [that is] what's going
to be best for the students. So regardless of the population. We would have made that same
decision. You know, whatever decision was best for that group of students” (personal
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 44

communication, December 12, 2019). Teacher C spoke of making students her priority, and how
her coworkers share in this teaching philosophy:
It's not about us. It's about the student. And so when your focus is it not being about you,
then it helps you see things a little more clearly and a little differently. So. It would be
very difficult, I would say probably unhealthy to work at a school like we are without this
kind of team (personal communication, December 12, 2019).

Teacher C reflected on finding purpose in her teaching when she stated “It is the best
feeling to see any positive growth and the smile, glow, change in posture, families smiling and
feeling like they can be successful” (personal communication, March 5, 2020). Teacher A spoke
to this purpose in reflecting on her own family’s background and how it relates to the current
student population she teaches, many of whom are immigrants or the children of immigrants:
Just to give you a little bit of background. My husband did move here at the age of three
from Columbia...So he was that little kid that was a Spanish speaker. So he thinks my
work is amazing. And so and so important. And he had some teachers that were very
good for him. Unfortunately, it wasn't the primary ones. It wasn't until fourth and fifth
grade. And he still remembers his fifth grade teacher. And he's like, “I want you to be
like him, like I want you to make that difference in these kids lives,” you know? And it is
so much fun, like, oh, my gosh, one little girl came and visited me and she's not so little
anymore. She has her own baby and told me that she is my former student. And I'm like,
oh, my, you know, when you see those and I made that difference, that just, you know,
set you like on high, it’s all worth it. To know that I've spent all these years, all this time
in my career making a difference (personal communication, January 9, 2020).

The teachers spoke of finding purpose in their professions as educators “making a
difference” when they utilize SEL strategies and constructs as key components of their
classroom. Teacher D compared her Jefferson Elementary coworkers to previous teachers at
other schools, stating that the teachers’ belief in SEL and the mission of the school is unique to
Jefferson, and contributes to the success of SEL implementation:
You can still clock in at 7:45. Teach the basic curriculum and leave at 2:45 every day.
And that's it. And you don't have to teach the Leader in Me way. You don't have to do
any of this stuff. I mean it's extra work for the teachers to support families the way we do
with Leader in Me. And so that speaks a lot to the teachers here because they've all been
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 45

here a while. Who they are, they really believe in this (personal communication,
December 12, 2019).

Teacher C spoke to finding purpose in her profession when she runs into former students who
speak of their memories in her classroom:
It always makes you happy but with the caveat, when they come back and say, “you
know, I'm doing this because you believed in me.” So nobody else did. So you think at
eight, nine, 10 and now they're 20 something and they still remember “You believed in
me.” So I'm doing this. So that... Makes you come to work (personal communication,
February 25, 2020).

The theme of finding purpose in teaching SEL strategies, and believing that building
students’ social and emotional well-being is as important as helping them academically resonated
throughout each of the teachers’ interviews. The Jefferson teachers all stated the significance of
finding purpose in the work they are doing in a community that they all labeled as
“challenging.”
Building Relationships with Students
Building strong relationships with students emerged as a recurring theme in all the
interviews with the Jefferson Elementary teachers. The teachers all spoke about building trusting
relationships with their students as a priority in their roles as educators, especially educators who
emphasize SEL. Teacher F spoke to this when she stated, “I feel that the greatest strength [of our
school] is the classroom and school community it builds. I feel that students are more willing to
take academic risks when they have that strong foundation with not only peers but staff”
(personal communication, March 4, 2020). Teacher E states that building relationships are
especially important for students to grow socially and academically: “I believe my teaching is
constantly involving to address the ‘whole child’ and that means really making a personal
connection and building trust, which I believe I excel in. Then the student is able to feel
comfortable in this setting and learn more academically” (personal communication, March 5,
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 46

2020). Teacher E’s self-proclaimed educational mantra speaks further speaks to his goal of
building relationships with students: “never take how students react personally, instead use that
as a way to further the connection” (personal communication, March 5, 2020). Teacher G spoke
of how building relationships with students increases their sense of safety and support:
...the fact that they're [the students] so comfortable, we make them feel comfortable and
safe here at school. Then we start to see their real person and then we can start to address
that….When you're here 180 days for seven hours a day, you know, we start to see the
real student once they feel safe enough to open up to us, and then we can support them
(personal communication, February 25, 2020).

Teacher A spoke of making an effort to connect with her first grade students in a personal way,
on her birthday this past year, by gifting them a box of 64 crayons:
One big thing that I did for my birthday was just this last week. And at this school, you
don't get like the kids that bring you much....So I give them a gift for my birthday. And
my birthday comes right around the mid time of the year when we're starting to see the
supplies go low. So I got them 64 box of crayons with the sharpener on the back, which is
a big deal. Huge deal in first grade. And it's like, you know, it's really something that they
treasure because that's a big box of crayons. And I show them how there are the
sharpeners on the back and how to use it. And then I gave them this year a scratch book
pad also from Crayola. And it's blank paper. And you should have seen some of them are
confused. “Why is the paper blank?” and I go, “That's so you can use your imagination
and color and draw.” And I even said, like, “Draw your feelings and draw things that
make you happy or upset or, you know, if you don't know what to do, you can get out
your crayons and your coloring book and you know or your book and use that” (personal
communication, February 25, 2020).

Teacher A continued to describe the impact this gift had on her students:
And we talked about it when I gave it to them….But even [student name omitted], one of
my little students came to me and he's like, "ah, that was the best. I used it all weekend."
And he made me two pictures. And then another little girl made me a picture today. And
they just love it and cherish it. And you don't realize what a box of crayons and paper can
do to emotionally support them and also support their learning. I mean, there's so many
things that that box of crayons and paper does for them (personal communication,
February 25, 2020).

This act of gifting her students a box of crayons on her own birthday provided a bridge in their
relationship and provided tools for her students to express emotions creatively. Teachers spoke
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 47

about building these relationships with gestures like the one described above, and smaller,
everyday occurrences, such as how Teacher C describes greeting her students every day at the
door with a “smiling face” and a handshake, and giving her an opportunity to take a “temp
check” on how they’re feeling right at the beginning of the day (personal communication, March
5, 2020). Teacher B spoke of the importance of creating a safe and trusting environment for
students, so that she is often the one called upon to help students when they are struggling
emotionally:
I'm also one that will get called around campus if they've got one [a kid] that's wandering
because I've made such a relationship with so many of the kids that a lot of times I'm the
one that can find them and then just sit with them for a little bit and then ... and I'm safe.
And because they know….That when they're in the playroom, it's between me and them,
that it's their business, it's their circle (personal communication, February 25, 2020).

Teacher B builds trusting relationships with the students, and does not betray this trust by sharing
students’ experiences with anyone else. In this way, she creates safety in her intervention room
for the students who visit. Teacher D discussed her experiences working to understand and
connect with students by noticing their behaviors, describing this as a way students communicate
how they are feeling:
I think one of the things that this whole SEL thing, too, also reinforces is that a child's
language is their behavior, especially the younger they are, like that's really their first
communication tool. Especially when you're dealing with the emotional stuff that kids
can't access yet. Don't know how to articulate yet. And their behavior is their language to
us. We have to really be open eyes and open ears with our open heart for that (personal
communication, February 27, 2020).

Building relationships with the students emerged as a theme for the Jefferson Elementary
teachers in their daily teaching experiences, and which they felt served as an outward expression
of the SEL tenants that they were working to impress upon their students.

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 48

SEL Professional Development
The Jefferson Elementary teachers spoke positively of their many SEL professional
development workshops, and the emphasis the school has placed on professional development
for its teachers. Many of these trainings have specifically focused on implementing SEL in the
classroom. Teacher A describes one training in particular that she continues to bring into her
daily teaching:
Greeting students all the time, which I always do. Saying goodbye to them, saying you
miss them, talking to them, trying to build those connections with them, also building
connections with the parents and the families and stuff. Just little things that [the
workshop leader] suggested too….You know, praising them and giving them that
reassurance that you're listening to them so that they want to talk to you, you know,
building that relationship with them. I have so many notes from him and all the
suggestions that he talks about….He makes his classroom a welcoming classroom and
partner talks and things like that. And that we are working as a group, but we're working
as partners and we're working together. And we always talk about we're a team and
building that all the time [the students] (personal communication, January 9, 2020).

Teacher F describes the extent of the SEL professional development she has gone
through since first starting at Jefferson Elementary, as well as her hope for future SEL training
with an emphasis in trauma informed practices:
We've had the Seven Habits training….I also at one point took a training to be a trainer
for the Seven Habits. So we got a lot of SEL through that. Most recently we've been
looking at a lot of trauma based informed instruction. We haven't dove as deep as we
want to in that, the training we got was more of like how to identify students with trauma,
which we're pretty ... [we] understand around here. And so now we're on the like. OK.
Now what? Great. We identified those. Now what do we do about it? So that's been our
most recent like what we're trying to get more PD in (personal communication, January
30, 2020).

The teachers also identified that in years past, before the current principal was at
Jefferson Elementary, the teachers were not as unified or as invested in SEL instruction. The
current principal began to bring in consultants to conduct training in implementing SEL
constructs into teachers’ own lives as individual adults, before modeling and implementing those
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 49

concepts with their students. Teacher D described these trainings, as well as the principal of
Jefferson Elementary and her desire to provide professional development such as this:
The very first thing they did with us was they started with the relational trust within the
adults. It's just really addressing the adults’ social and emotional health. And then over
time, we're working our way to the kid... And so I think that's kind of one thing that we
could say that [our principal] also really understood was that [we weren’t] healthy at the
adult level. And so she was able to recognize that, seek out the resources that we need
and then also bring that here….So that's been really huge. (personal communication,
December 12, 2019).

All of the Jefferson Elementary teachers identified these SEL professional development
workshops as positively affecting their instruction in the classroom. Additionally, teachers felt
that the professional development they had received provided a shift in their understanding of
how to best meet students’ social, emotional, and academic needs. The professional development
workshops the teachers had attended throughout their time as educators at Jefferson seemed to
improve their confidence and perceived abilities in implementing SEL.
SEL Paradigm Shifts in Behavior Management
The Jefferson Elementary teachers spoke of experiencing a paradigm shift in how they
approach behavior management strategies since embracing SEL constructs. In their experience,
the Jefferson teachers felt a shift from traditional behavior management strategies, such as
detention, sitting students out from recess, and taking away privileges, towards working to
understand the meaning behind students’ behavior. In doing so, the teachers continue to build
relationships and trust with their students, which in turn has the reciprocal effect of helping the
teachers better understand their students’ behavior. Teacher F spoke to this when she stated:
I think for me, it shifted my focus as ….when there's an issue in instruction, my first
thought goes to what might be a social emotional piece that's playing into this
instructional piece, especially in kindergarten, like, we're not sitting on the rug. Is that
because we don't know what we're doing or is there something else that is causing it?
And I think that's really shifted my management style from more of just everybody
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 50

having to be on the same page to….we might need other things in place to be successful
(personal communication, February 27, 2020).

When asked to reflect on how SEL has changed her as an educator, Teacher C credited
her SEL training as helping guide her management style from a negative focused one to a
positive one: “It makes you more aware of your facial expressions, tone of voice, and eye
contact. It has made it more enjoyable to change the focus from negative to positive
remarks...Catch the student making good choices” (personal communication, March 5, 2020).
She felt that this in turn allowed her to continue to foster positive relationships with her students.
Teacher A reflected on how learning about and implementing SEL strategies has shifted
her mindset on the ways she approaches students’ behavior:
My teaching has changed as I implement more SEL into my classroom because I am
thinking prior to, during, and after the lesson about meeting their needs, feelings and life
situations. An example of this is a few weeks ago we read a story about a boy living on a
ranch and working with his father on the ranch. The story…. mention(s) that the father
leaves the ranch to go sell the cattle. One of my students starts to cry during the story. He
is shy and doesn’t want to talk about it. At recess, I discuss this with him and he tells me
that his dad left and has come back. I have to constantly think about the things we do and
discuss [what the] students might feel or [how they are] affected by this (personal
communication, March 9, 2020).

This philosophy of positive behavior management, and working to understand the students’
decisions based on their emotions and situations outside of school guides teachers’ reactions and
management throughout the school day. Teacher E discussed how understanding and knowing
his students affects his management style:
The other thing I was thinking about with this, too, is I think there's two things we focus
on a lot: we don't take what [the students] do personally and we know when to choose our
battles. In other words, there are certain times where we may let it go that somebody isn't
getting everything done per say because of their emotional state. And I just think we do a
very good job of honing in on what we need to do with the individuals and getting the
most out of them. Sometimes if you ride certain kids over and over, you're gonna get the
complete opposite goal that you want if you want them to finish work. And all you're
doing is hounding, hounding, finish, finish (personal communication, February 25,
2020).
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 51

Teacher D reflected on her shift in behavior management mindset as a greater understanding of
the student and their emotions, as well as her own:
….As a teacher, understanding that emotional piece of the child really helps you as a
teacher change your teaching strategies. So definitely my first half of my teaching….it's a
little bit more of like, okay, I'm gonna say you do this and I need you to do it right now.
Whereas when you start delving deeper into that social and emotional learning, I can see
the separate pieces more, the five separate pieces of self-awareness, social awareness, and
be able to be more patient with it and be able to give kids more space and give kids more
just that kind of buffer (personal communication, February 27, 2020).

Teacher D continued on to explain the impact this paradigm shift has had on her teaching style
and relationships with her students:
One of the things that I've realized in my teaching is I don't have to be caught up in the
like, "What I'm asking you to do and I need you to do it right now" …. I've been able to
leave room to breathe for the children and myself. And of course, that changes everything
in my opinion. And it could be that it changes everything for me because it's just changed
my paradigm of how I see the day….I mean, everybody said to me before, “You have so
much patience.” And I think before my patience was a little bit more of, I'm just gonna
bite my tongue for a second. Whereas now I can see the patience from the child's
perspective. I can see what social and emotional skill they're working on or lacking in
that moment and then be able to, like both of us, take a breath in and draw on strategies to
help (personal communication, February 27, 2020).

The teachers spoke of the SEL training, framework, and paradigms that have encouraged
them to look for reasons for their students’ behavior and adjust their classroom management and
expectations to fit what the students need. Teachers felt that in their experience, this shift had
helped them to become more patient and understanding educators, modeling empathy and
compassion for their students. The Jefferson teachers spoke of SEL’s impact on their educational
practices and spoke of this behavior management shift as a positive change in their teaching
philosophy and strategies.

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 52

SEL and Academics
The Jefferson Elementary teachers all spoke to their belief that SEL is just as important
as academics for students. In their experiences teaching students at Jefferson, the teachers found
that often the academics could not be addressed without first guiding students through SEL
strategies. Teacher E reiterated this philosophy when he stated:
...We emphasize a lot, you know….“the whole child.” Obviously, we have a job to do as
far as the curriculum that we teach. And we do that. I mean, we have to do that. But in
order to get them to that point where they want to feel successful, they are successful,
we've got to address every other issue that involves them. And we don't put that stuff on
the backburner or pretend it's not there. We jump right into it with these kids (personal
communication, February 25, 2020).

Teacher B spoke to this belief in her statement of how teachers at Jefferson consider the
formation of the students as individuals is considered essential to academic growth:
I think all teachers/staff take an interest in their students--we all say “our kids”-- but I
think [Jefferson] takes that to the next level. We take an interest in the family and
community and a lot of us have become part of the community. We of course want to see
progress in academics, but that is secondary to the person here. We build a hopefully
more grounded empathetic student who can then approach academics more openly
(personal communication, March 5, 2020).

Teacher F spoke to the priority that the Jefferson teachers have placed high importance
on SEL skills, and that they weave this philosophy into their teaching everyday, believing that
these skills will ultimately strengthen students’ academics:
I think a strength is that we take the time to put [SEL skills] first, that there are a lot of
outside stressors coming in about test scores and other things. But as a staff, we've made
that decision that we'll see the outcome in the test, but it can't just be like this pocket
lesson that gets thrown in to check a box. [SEL] has to be a way of teaching (personal
communication, February 27, 2020).

Teacher F also spoke to the discovery in her educational experiences that providing
students with SEL skills can actually support their ability to process academic lessons, and even
allows them the freedom and confidence to make mistakes:
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 53

I think it definitely ends up helping. I think just like anything else though, you have to
wait to see that come out. It's not going to be instantaneous. But I think we are seeing that
oh, our kids are willing to take the risk on that math problem because they know we'll be
there to support them. But without all this other [support], I don't know if they'd have that
trust (personal communication, January 30, 2020).

Teacher F reiterated other teachers’ beliefs about the importance of building relationships with
the students and providing the students with SEL skills to help them grow academically as well.
Teacher G realized through his years of teaching that his students need strong SEL
support and skills before he can attempt academic lessons. He spoke to this revelation when he
stated:
My teaching has changed in the sense that I understand that if ....[students] walk into my
classroom dealing with a situation that happened outside of school or they have
something on their mind that is impacting their mood or performance, I have to address
that first, otherwise the learning is not going to happen. Many students live with a sense
of scarcity and lack of structure so reinforcing safe structures in the classroom to provide
a learning environment is a must. This requires reinforcing the positive behavior choices
to get the desired environment (personal communication, March 8, 2020).

Teacher D spoke to her belief that schools should integrate SEL into their classroom routines,
stating that her experience has shown her the great impact SEL can have on schools, now more
than ever:
Some of the greatest challenges would fall under a general umbrella of justifying its
need.... With academic achievement an importance, there is an urge to move toward the
scholarly work quickly and soak in that time as much as possible. However, your inner-
teacher-compass knows the deep need for this SEL work in each child, and especially in
our chaotic world today. Likewise, parents often have that archaic notion that by having
top grades and spending as much time as possible studying equates to success….we must
hurdle old paradigms in ourselves and our classroom parents (personal communication,
March 8, 2020).

The Jefferson Elementary teachers spoke to their experiences of understanding their
students’ need for SEL skills and strategies, before being able to help them academically. Their
shared beliefs around the importance of SEL in the classroom reflects their passion for building
relationships with students and the great purpose they find in their profession as educators.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 54

Placing importance on SEL as well as academics was reflected both in teachers’ experiences as
well as CASEL’s (2020) implementation recommendations.
There were several key findings that emerged from the interviews with teachers about
their experiences implementing SEL in the elementary classroom setting. The Jefferson
Elementary teachers all spoke of finding purpose in teaching SEL in their classrooms, and the
ways in which SEL created an environment in their classroom conducive to building positive
relationships with students. The teachers also expressed positive experiences with the many SEL
professional development sessions they had attended, and the ways in which these trainings
helped them shift their behavior management of students to a more positive approach.
Additionally, the Jefferson teachers all spoke of their perceived importance of SEL along with
academic instruction, many expressing their belief that without SEL, students could not
successfully grow academically. These findings emerged based on classroom implementation
practices. The next section will address the findings that were focused on teachers’ experiences
with school-wide practices for SEL implementation.
SEL Schoolwide Practices
A Supportive Community of Teachers
The Jefferson Elementary teachers all reflected on their strong sense of community at
their school. In discussing the various familial, social, and societal challenges that their students
face, the teachers expressed their strong reliance on each other for support, across the grade
levels and disciplines. Teacher G referred to this community when he stated:
... We always knew the value of being united because it was always the kids that came
first in our eyes….So the fact that we as a school are now more united, I think that's huge
because we see the value and being, you know, a team together because, if I have a
student that I'm struggling with, I know that [teacher’s name] who may have a stronger
relationship with that student. I can call her to help or vise versa. We're there for each
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 55

other. Doesn't matter what the situation is (personal communication, December 12,
2019).

Teacher D spoke of this strong teacher community and support for each other when she
described the ways in which teachers will reach out to their colleagues for help:
….Teachers will send me kids [saying] “I just need a break.” ….Or I get the text message
of [student’s name] is not in the classroom right now, [they’re] MIA [Missing in Action].
So then I go around, find them….And then also, if there is a kiddo that's academically
struggling, typically it's because they have [emotional support needs]. And so I'm seeing
those numbers and keeping an eye on those kids, trying to give them interventions
(personal communication, December 12, 2019).

Teacher D described the feeling of being highly needed by teachers, especially in providing
intervention supports for students who are struggling behaviorally.
Teacher B reiterated this with her own description of how teachers ask for help and
continually show support for each other:
There's actually a big text chain [among the teachers] …. literally you can send out an
SOS [urgent request for help] on the text chain. And before you know it, you'll have
multiple people either in your room or calling you. You've got people to step in and jump
in and help.... And everybody's very supportive of each other (personal communication,
January 30, 2020).

Teacher F spoke of her belief that this support is a strength for Jefferson Elementary, and
something that contributes positively to the school’s overall atmosphere:
I think definitely that's something our campus is strong [in]. It's like being willing to say,
I need a break or I need to go talk to you about this before I can go back and work with
my kids on it. So I think I definitely have people on campus all over the place that works
for....And so even I'm not super close with [teacher’s name], we still have that (personal
communication, January 30, 2020).

Teacher F continued to describe how one of her students frequently runs out of the classroom
and can often be found running around the school. Teacher F feels confident in their community
of supportive teachers that when someone finds this student, no one will think poorly of her as an
educator, and anyone who finds her will help return the student back without judgement.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 56

Teachers’ experiences of support from their colleagues reflect the SEL practices that they
utilize with their own students. This display of social awareness and social skills provides
students with a model to emulate. The Jefferson teachers all spoke of the necessity of their
community in working with a population of students who display a multitude of emotional
struggles and needs.
Principal Support
A theme that emerged from the data collection was the supportive role of the principal at
Jefferson, and the strong emphasis she has placed on building the students’ SEL skills alongside
raising testing scores. Teachers reported the training the principal has encouraged them to attend,
the consultants she has brought in to continue their SEL professional growth, and the efforts she
has made to ensure teachers feel supported and heard. Teacher G spoke to the impact the
principal has had on the school’s growth in SEL:
...I think when [the principal] came, that's when the momentum started to build to get that
distinction of being a Lighthouse School...When I came [to the school], I felt like we
were stagnant for quite a while where we never really progressed through [Leader in
Me]....But when [the principal] came here as a staff, we were unified. I mean, for the
most part on the, you know, pursuing the accolade of being a Lighthouse School because
there's only 500 at this point in the whole world. I mean, that took a lot of work on our
part as a school, but we all had to be on the same page and motivated to make that
happen. And definitely I think [the principal] was the catalyst to that (personal
communication, December 12, 2019).

Teacher G described how, while somewhat implementing SEL strategies through the
Leader in Me program, it was the arrival of the principal and her desire to become a Lighthouse
School that really motivated the Jefferson Elementary teachers to embrace the SEL program in a
unified way.
Teacher B reflected on her experience of the principal’s strong support of her
intervention program, which has been key to the school’s SEL implementation:
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 57

Past principals….We had buy-in for the program, but I didn't always feel like they really
believed in it. It was kind of like, okay, it's been here, so we'll keep it going. Where now I
feel like it's for the first time...I'm actually almost even afraid to let [the principal] down.
Like I've got to make this work….I have to make [the program] work because there's a
value and I feel that there's a value placed on me now. [I feel like] I'm vital to the school,
which has been really cool (personal communication, February 4, 2020).

Additionally, the teachers reported feeling personal support from the Jefferson
Elementary principal at the entire school, acknowledging that she has played a key role in their
resilience during challenging days and in difficult moments. Teacher D spoke of the principal’s
guidance and support towards Jefferson’s students and families:
I believe the students themselves feel very open to going to [the principal]. And then the
teachers, too. I think parents are also very open. She's very real with them and she really
is putting their best interests first. So she has a great understanding of, “I understand that
your reading level is a year behind. But you're also living out of your car. And so getting
here, we have to make sure you're fed and that you feel stable and then we can do the
reading.” She really gets that Maslow's over Bloom's concept. And so over time, I think
that's fostered a much more secure emotional environment (personal communication,
December 12, 2019).

Teacher D continued to speak about the support the teachers feel from Jefferson’s principal, and
the trust they feel from her as educators:
I know teachers feel comfortable being very open with her and honest, which I love.
Because then you get to the real stuff. You know, we don't have time to [worry about]:
“Should I be perfect? Should I be right?” She's able to see the good in what's happening,
which puts teachers at ease because they know when she walks in the door, she's looking
for great things that the kids are doing. She's not trying to find someone in an “aha”
moment. “Catch him” [moment]. So that sets the tenor of a very wonderful social and
emotional environment (personal communication, December 12, 2019).

This recurring theme of principal support stood out among the data as a pivotal formation
of teachers’ experiences in implementing SEL. As teachers spoke of their community and
student challenges, and the pressure they feel to meet the demands of the district and test scores,
the principal’s support and emphasis on SEL emerged as an important component in teachers’
SEL implementation process.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 58

Schoolwide Embrace of SEL
Consistent throughout the data emerged the theme of a whole school embrace of SEL
constructs and principles at Jefferson Elementary. Teachers spoke of a unified staff and faculty
“buy-in,” including the front office and janitorial staff. Teacher F spoke to this whole school
embrace when reflecting on this has changed over the years:
It's been interesting in kindergarten, you can already hear them starting to pick up some
of the language. And so I think as it becomes more natural to the teachers, it's becoming
more natural to the students. We've been doing it a while. And so there was this rough
patch a few years ago where we're like, okay, this group's had [SEL] all the way through
and we're still not totally seeing it. But I think it's because as teachers, we hadn't really
taken it on....You can see it now that we're not just like pocketing lessons here and
there….And I think we also at first hadn't really trained the campus supervisors or the
custodial staff or office staff and things like that and that made a big impact. Because
there was different language happening in the classroom versus on the playground, where
now everybody is kind of on the same language base (personal communication, January
30, 2020).

Teachers felt that continued professional development for all faculty and staff on campus,
as well as utilizing the same language across the school, has greatly increased students’ SEL
skills. Teacher E spoke to this when he reflected on his experience in the consistency for
students:
That’s huge for social emotional learners because they need consistency to be held
accountable, but also recognize when they're successful. So [teacher name] is doing it for
my kids. [Another teacher] is automatically doing it for mine. They're getting that
reinforced all day long. They're more likely to have success with it and positive or
negative behavior (personal communication, December 12, 2019)

Teacher B spoke of the care for students from every individual on campus, not just the classroom
teachers:
Every adult on this campus is a teacher....Even down to our custodians, our custodians
take a huge interest in our students….They know all of the kids. They know different
issues. A lot of times they'll find out stuff and then come to us and say, “Oh, yeah, by the
way, keep an eye on so and so” (personal communication, February 4, 2020).

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 59

This care and consideration for all students on campus is reflected in schoolwide
practices such as “Kindness Week” and “Cultural Awareness Week,” which promote SEL
constructs of empathy and compassion across all grade levels. Jefferson Elementary’s hiring
practices have also embraced SEL as a focus, looking for individuals who will fit into this
school-wide commitment to SEL not just as a program but as a whole school paradigm shift.
Teacher F described this shift in their hiring practices:
I think we've also started to include it more like in our interviewing process....When we're
looking to add people to our team... Definitely like one of the questions we're looking for.
Even when we interviewed for our librarian position, we were asking things like, “What
would you do if a student had lost their book?” And we weren't looking for that "I'd send
a bill home" answer. We wanted more of, “Well I'd talk it out with them, see if they had
any idea where it was, give them strategies to try to find it." Things like that. So I think
when your whole mindset and whole system changes is when you'll really see that impact
(personal communication, February 27, 2020).

The Jefferson Elementary teachers all spoke of their experience embracing SEL as an
entire school and their belief in its great impact on the students’ social and emotional growth.
Several themes emerged when teachers discussed their experiences with implementing SEL
school wide. The Jefferson teachers all spoke of their strong supportive community of teachers,
and how important they felt this was for their own emotional health as well as being able to
support students’ emotionally and socially. Additionally, teachers felt that the principal’s support
of SEL implementation throughout the school provided a platform for teachers to feel
encouraged in utilizing SEL in their instruction. Embracing SEL throughout the entire school,
not limited to teachers but with every adult on campus, contributed to teachers’ perception of a
successful SEL implementation. The next section will address the findings that emerged
centering on family partnerships and SEL implementation, as well as the challenges the Jefferson
families and students face outside of school, which affect the students’ social and emotional
health during the school day.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 60

SEL and Family Partnerships
Parental Involvement
Jefferson Elementary teachers described their experiences working with families and the
different activities that they provide to instruct families in SEL concepts. Parental involvement at
Jefferson Elementary emerged as a common theme among the data set, as teachers reported the
various ways in which they work to include parents in the students’ SEL education. Teacher C
described the school’s motivation for starting a weekly parent education night:
So the reason we started the parent group is because we know that student success in
school at any age is directly correlated to the parents’ involvement or the parents’ value
of education. So that's why we started the parent group. And in the beginning it was,
“This is a report card, this is what you should ask when you go to parent conferences.
Don't just sit there and not participate. These are you know, it's important for you to go to
back to school night. You need to go to open house. You need to do these things.” It took
us probably seven or eight years to have them trust us (personal communication,
December 12, 2019).

Jefferson staff utilize Thursday nights as a “tutoring night” for students and offer parents
English classes. Jefferson Elementary teachers viewed this routine of Thursday nights as an
opportunity to involve their students’ parents into learning more about SEL, and how to
implement it in the home environment. Teacher D spoke of that decision to create “Family
Learning Nights” and introduce parents to their SEL program:
[Last April] we decided, let's put our Family Learning Nights on a Thursday night
because they're already used to coming out Thursdays, so instead of starting at the end of
August, we'll just start every Thursday night until tutoring begins. And so this year
they're in the rotation of doing Thursday night tutoring. But when that's over, we'll pick
back up with our Family Learning Nights of the Seven Habits (personal communication,
February 19, 2020).

Teacher A spoke of her experiences watching parents and other family members learn about SEL
on the Family Learning Nights:
So the [parents] that do come, you can hear that the parents are starting to do [SEL] at
home and stuff. So the ones that do come to the trainings are, you know, really getting the
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 61

benefit out of it at home as well. And they see what we're doing in school and take it
home. And so that's great. (personal communication, January 9, 2020).

Teacher B reflected on how her time helping out on Thursday nights with parents has grown her
relationships with Jefferson families in a new way.
I have deals with several of the parents that I'm only allowed to speak Spanish to them
and they're only allowed to speak English to me. And it's hilarious because we'll run into
each other at Target or whatever. When we look at each other and you can tell both of us
are thinking, do I have to speak Spanish? Can I speak English? But yeah, there's
definitely a relationship that develops. With doing stuff other than being a teacher….And
I think it makes a big difference. Working with the parents versus just working with the
kids (personal communication, February 4, 2020).

The teachers spoke of their experiences working to foster relationships with the parents to
build trust. This theme of working to involve the family in the students’ SEL growth emerged
from the data set as a goal and value for the Jefferson teachers.
Family and Community Challenges
Working to foster relationships with the families of Jefferson Elementary as well as
guiding them in SEL constructs comes with challenges, the Jefferson teachers reflected. The
school community serves a unique group of families, who are socioeconomically disadvantaged,
but are surrounded by families who have much higher income and opportunities and send their
children to other schools. Many of the families at Jefferson Elementary are first generation
immigrant families, who do not speak English at home. Teacher C spoke to these challenges that
the Jefferson families face:
We used to have a multi-generational family unit. A lot of our parents are not here here
legally, so they would bring grandma to watch the kids. And now with the change in
culture and politics, that's not possible. And they can buy an iPhone and the kids will stay
on it forever and they don't have to worry about them. Not that what they're doing on it is
good. But we don't have to have room and board for another person when we're already
in a very expensive town to live in. So I think that has changed a lot of...things for us on
many different levels (personal communication, December 12, 2019).

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 62

Teacher C continued to describe the economic disparity in their community, and how this
affected the school’s population:
In the beginning, when …. we had over 500 kids here, and the million dollar houses
across the street, there weren't openings at the other schools. And they would start here
and they would say, “Oh, my gosh, this is a fabulous school and a fabulous program. But,
you know, nobody else on the street goes here and everybody on the street tells me I can't
go here.” And I said, “why?” “Well, you know, their parents clean my house and do my
gardening, and flip the burgers and change the sheets at the hotel. And we don't really
want our kids with those people.” And so I was like, well. So you're gonna take your kid
out of what you think is a great school and a great learning environment. That's very
telling to me (personal communication, December 12, 2019).

Teacher C expanded on the challenges of the students’ home environments, affecting their ability
to focus in school:
We're not a welfare school. By that, I mean the parents don't sit home and wait for
somebody to provide for them….But it's almost the opposite edge of the sword. They
work two and three jobs because this is a very expensive place to live and where they
used to bring multi-generational parts of their family with them. They can't do that
anymore or they don't feel safe enough to do that anymore. So now the way they keep the
kids inside is with technology and they don't monitor that. So they see things that they
shouldn't see and they are not equipped physiologically to handle that information. And
then we get the repercussions (personal communication, December 12, 2019).

Teacher G reiterated these challenges when he described how Jefferson stands among the other
schools in the district:
[Jefferson] is unique because we have such a high concentration of students from
poverty, with social and emotional needs, and coming from homes where English is not
the primary language. Our school district is becoming more diverse and more schools are
being qualified as Title I schools, but our sheer percentage puts us in the top two with the
highest concentration (personal communication, March 8, 2020).

Teacher F spoke to the difficulty of not being fluent in Spanish, with many of the parents and
guardians of the students not fluently speaking English, creating a communication barrier:
...Luckily being here for a few years and doing Thursday night, my parents seem to be
more comfortable to come up and ask questions. It's another one of those, Oh, I wish I
was more bilingual than I am. Because there's definitely the occasional like, oh, that's not,
I don't think this is coming off the way I want to. So it's hard because a lot of things that
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 63

you would just probably call home and it's a whole process to call home (personal
communication, January 30, 2020).

Teacher B reported the obstacle of communication often extends beyond just the teacher and the
parents, but between the parents and their children as well:
[We] have a lot of families that the kids speak English. Don't speak Spanish. Parents
speak Spanish. Don't speak English. And I'm always caught off guard by how many
families we have that that's their reality. I don't know how they communicate with each
other (personal communication, February 4, 2020).

Teacher A discussed the dilemma of trying to involve the parents of her students when
they work long hours and struggling through the difficulties of the language barriers in place.
She spoke of adjusting her conference and meeting times to try to accommodate what they could
do:
I had a few [parents] come [to spring conferences] and that was nice. And I do get the
translator….It's harder to get translations, so it's usually just our office staff because
they're bilingual. But I do morning conferences before school….For the most part, a
morning conference works for most of these parents. You know, some of them it's really
tricky because they work right away in the morning. But usually I say, “We'll do it really
quickly” (personal communication, February 25, 2020).

Teacher B also spoke to the challenges of students with limited English taking the same
tests as students who speak English as a first language, in addition to the disadvantages that the
Jefferson families face with limited access to technology:
….A lot of our test scores are low because, you know, we're putting kids that have been
in the country six months on a computer to do a test. Our families don't have the
computers at home. They may be having tablets and their phones, but that's not the same
as a computer and taking a test on a computer. So comparing our scores…. Which is like
that's not fair. You know, I have kids who just got here from Guatemala. How do I
compare a kid from El Salvador, Guatemala with [name of a student who speaks English]
(personal communication, February 4, 2020).

The Jefferson teachers identified these familial and community challenges that were
present in their classrooms and across the school. The teachers reflected that these outside
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 64

difficulties gave rise to emotional challenges for students, which they frequently brought into the
classrooms.
Emotional Challenges with Students
Another theme that arose from the data was the specific emotional challenges that
students struggled with, due to outside difficulties with complicated family dynamics, inadequate
and crowded housing, food and job insecurity, and language barriers. Each of the Jefferson
teachers spoke to these emotional challenges affecting students’ academic performance, emotion
regulation, focus, and social interactions daily in the classroom. Teacher A described how this
presents in her classroom with one of her students:
[Student’s name] is dealing with a lot of emotions right now. His mom went to training in
a whole other state. [His mom and stepdad] left him with grandma for the next twenty
five days. So I'm dealing a lot with him. He's now staying with grandma who doesn't live
near here. So as he told me yesterday, “I got up before the sun”....Then he's emotional
because he doesn't have enough sleep. So like yesterday, he fell asleep in the back of my
classroom and took a nap under the beanbag for 20 minutes or so. I've learned there's no
point, through all these [SEL] trainings ... There's no point in forcing him. He's not going
to do anything... He was emotionally spent for the whole day (personal communication,
January 9, 2020).

Teacher C reflected on one of the many troubling situations she has had to work through
with the students in her fourth grade classroom:
I know the day that I had to sit through a crisis evaluation because [the students] were
cutting. That was the hardest, most awful. I ended up saying to the social worker after the
first one. I hope I'm not shaking on the outside, because my insides are just
uncontrollable….And we had well, some of [a different teacher’s] girls were cutting
because they were friends with [my students] that were cutting. So we had three or four
that were cutting. And then I got to learn about vaping and I knew nothing about vaping.
And then I missed what it was [in the classroom] because I didn't know enough to know
it, looking like a USB drive to me. And so, I mean, I learned all kinds of things that I
really don't know that you have for a teacher credential (personal communication,
December 12, 2019).

Teacher G reflected on one of his experiences with a particular student whose outside
trauma negatively impacted her performance in the classroom:
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 65

We had a student whose father died and she had to call 911….We kind of ear marked her
as someone who, you know, has potential. But she could get swayed to the other side, if
we can't get her on track. And she started the year fantastic. And then this issue with her
dad happened and then that was it. That kind of derailed her. You know, we saw the
potential, but then we also saw this person kind of just really...losing her way. So that
was, that was tough (personal communication, December 12, 2019).

The upper elementary teachers also spoke about the negative impact they feel social
media has had on their students’ abilities to socially and emotionally regulate. Teacher
E discussed that social media has “made [the students] do and react to things and say things that
are far, far lower than what their level should be. You know, of their age and everything, it's
ridiculous” (personal communication, February 25, 2020). These various outside struggles that
students experience are brought into the Jefferson teacher’s classrooms, providing opportunities
for the teachers to respond with the different SEL strategies that they have learned through the
various professional development workshops.
Social Worker and School Psychologist Support
An unexpected finding during data collection emerged as teachers discussed SEL at
Jefferson Elementary. The teachers spoke of their gratitude for the support and care from the
school’s social work and psychologist, who help the Jefferson teachers navigate the emotional
needs of their students and families. Teacher A described some of the help she has gotten from
the school psychologist in navigating a student’s home challenges:
I use the counselor for helping with the parent that told me that they're going to go
through a divorce. I had the counselor come in and give her books and reference things
that she could do to tell the daughter, because I knew that that was gonna be a huge, huge
hit [for the student] (personal communication, January 9, 2020).

The teachers at Jefferson Elementary feel very supported by the social worker and school
psychologist, but struggle with the limited amount of the time both individuals have on the
Jefferson campus. Due to district budget cuts, the social worker and school psychologist see
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 66

Jefferson as one school on their caseload of many other schools. Teacher F reflected, “I think, if
they could be here every day, the counselor and social worker, just to help with things that I
don’t have an answer for,” (personal communication, January 30, 2020). Teacher E expanded on
this:
We're never gonna turn our back on the kids. But it's hard when you have full time
problems. But...there's this part time [school psychologist] that’s only here till noon on
Wednesday. So make sure that this [student] has a major trauma day. And then we have
this amazing social worker. But again, she's split between a million different campuses.
So you know. And she'll be right with you when you can. So that's the problem right now
(personal communication, December 12, 2019).

Teacher E explained that Jefferson students are dealing with various emotional struggles that
oftentimes need to be handled with the help of a mental health professional, such as self-harm,
eating disorders, and family abuse. But with the district budget cuts, Jefferson only has access to
these professionals on a part-time basis, and the teachers all expressed their frustration over this
gap in support from professionals equipped to handle extreme challenges with students. The
desire for a licensed mental health professional on campus full-time was an expected theme that
arose from the data.
The findings that emerged on SEL and family partnerships with the Jefferson Elementary
families included the school’s effort to provide SEL education to families and involve them in
their children’s social and emotional development. Unexpected findings that emerged was the
teachers’ descriptions of the many challenges the Jefferson families faced in their family and
community, as well as the many emotional challenges that the students experienced outside of
school. Additionally, teachers spoke of their positive experiences with their social worker and
school psychologist’s help and guidance, and expressed a desire to have more of this support as
the family, community, and students’ emotional challenges continue to increase with each year.

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 67

Conclusion: Research Question 1
The teachers at Jefferson Elementary reflected on their years as educators and the ways
they felt SEL has changed their teaching and mindsets. This first section included the findings
from Research Question 1: What are teachers’ experiences in implementing SEL in the
elementary classroom? In analyzing the data through the lens of CASEL’s Core SEL
Competencies (2017) framework, this section was organized into three components: SEL in the
classroom, SEL schoolwide practices, and family partnerships and community challenges. The
data that emerged included teachers’ experiences in finding purpose through utilizing SEL, their
focus on building relationships with students, the SEL professional development they have
attended, the shifts they have experienced in behavior management when using SEL, the
supportive community of teachers at Jefferson Elementary, the supportive principal, the whole
school embrace of SEL, how the school works to involve parents in learning about SEL, the
challenges families and the school community face, and the emotional challenges that students
bring from outside of school into the classrooms.
Section Two: Research Question 2
Research Question 1 asked, “How do teachers implement the five core competencies and
SEL practices in the elementary classroom?” The findings that emerged to answer this question
surrounded the practices that teachers use to implement SEL into their classrooms and in the
greater school community. These practices align with CASEL’s Core SEL Competencies (2017):
self-awareness, self-management, social awareness, relationship skills, and responsible decision
making. This section has organized the findings under these five subsections.

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 68

Self-awareness
Self-awareness has been described as “the ability to accurately recognize one’s own
emotions, thoughts, and values and how they influence behavior. The ability to accurately assess
one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a
‘growth mindset’” (CASEL, 2013, para. 1). The findings in this section outline the various ways
in which the Jefferson Elementary teachers work to encourage students’ self-awareness through
SEL strategies and program implementation.
Interviews
During interviews, the teachers at Jefferson Elementary reported using various strategies
to raise students’ self-awareness, which included recognizing and naming their emotions,
recognizing their strengths, and working to build students’ self-confidence and self-efficacy.
Teacher D describes this process as the first step in SEL implementation, when teachers use
different strategies to build this skill in their students:
...All of those little things add up to kids being more self-aware. And so that's a really
huge part. That's the beginning of the SEL. And so for me, it was really just kind of
seeing that shift in children. So really noticing that awareness of themselves, that
resiliency of like when they can see themselves succeeding even a little tiny bit then
they're like, “Oh I can do this. This is not hopeless and everything's not awful and I can
try” (personal communication, December 12, 2019).

Teacher F described working to help students name their emotions, and to understand what they
are feeling before deciding how to act or react with that emotion:
And that they're more comfortable expressing their emotions and more comfortable
saying like, “I feel this way, I need to do X, Y or Z.” Or even more comfortable having
that conversation of, “Hey what's going on in your day?” And making that connection
with their emotions that impact their learning. And that we need to be able to get those
ready first (personal communication, February 25, 2020).

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 69

Teacher C discussed the importance of helping her students recognize their own
academic growth, in order to build their self-confidence and self-efficacy in reading, which she
felt is especially important for the students she teaches:
I’m kind of trying to take the emphasis off the grade and just do better each time. So they
graph their reading and you just want them to do better each time. When we give a math
test, you want to do better than you did the time before. It still could be a D or an F. But
if you get a point better, then we're like, “Look, you did better!” Because trauma children
suffer from a lot of things, but one of the big ones is self-esteem. And if they don't feel
they're worth anything, then they're not going to want to learn anything (personal
communication, February 25, 2019).

Teacher B described how she models self-awareness for her students by voicing her
thoughts and emotions aloud, to help develop students’ own self-awareness:
I do a lot of modeling suggesting what I would do in that situation. A lot of questioning
of, “Wow. Should we? Do you want to try this? Do you want it? You know, sometimes
coloring will help me calm down and so that I can think and I can talk it out after it.”
That kind of modeling and suggestions and trying to see if I can de-escalate the situation.
And I can really find out what's going on….It all comes down to that non-directive play.
So it's just modeling: “Wow. That didn't do what I wanted it to do. How can I try that
differently? Wow, that was disappointing. I can fix that. Let me try again” (personal
communication, February 25, 2020).

Teacher B described utilizing modeling frequently in her work with students, expressing her
thoughts and feelings outwardly to help display self-talk and naming feelings to increase
students’ self-awareness.
Teacher G described the process he follows when attempting to help students name their
emotions and reasons for their behavior, providing them the space and time to process how they
are feeling and how they would like to communicate:
I had another girl here who had her head down on her desk. She was not feeling well, she
wasn't happy….We always tell them to communicate with us. “If you communicate with
us, we're gonna help you. We're not going to be mad. We're here to help.” She had her
head down on the desk in reading group. And I kept saying, “Can you tell me what's
going on?” I let her keep her head down in reading group because I knew something was
up. But when we [finished the group], I said, “Okay, here's the deal. You need to tell me
what's going on. I can tell you’re either sad, you're angry, you're tired, you're sick. You
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 70

need to tell me which one.” And then eventually she told me she wasn't feeling well and
she was angry that she had to come to school. I said, “Ok, go back to your desk, put your
head down. When you feel a bit better, let me know.”….But giving her the option really
helps because then it puts on [the students]. You get to choose how you want to name it
(personal communication, February 25, 2020).

Teacher A described the challenge of guiding younger students to be able to recognize
and name their emotions, and the strategies she has employed to help them:
At this young age, they don't always know how to communicate it to me. You have to
kind of dig a little deeper and try and figure it out. So, you're constantly going back to
those same things that like, “Oh, let's talk about it. What's bothering you? What's
different?” They don't always know what's happening, so that emotional support needs to
be a constant thing (personal communication, February 25, 2020).

Teacher A continued to relate a specific example of the ways she helps students verbalize and
name their emotions:
This morning I was helping out a former student [who was in] my class last year. Really
hard time in my class last year because she had just gotten into the country and had a very
hard time getting into the country. Mom and dad got separated at that time because they
were coming in illegally. She was off [from school] last week for being sick. And today
[back at school], she did not want that separation [with her] dad. And so I did step in,
because she is familiarized with me. You know, she's been off for a whole week. She's
been at home with dad. She didn't want to detach from him, so she still has those
detachment issues....We had to reassure her that school is fun. “We're gonna be here. It's
gonna be fun. Dad's gonna come back. Don't worry.” It took a good half an hour for her
to calm down this morning (personal communication, February 25, 2020).

Observations
In observing Teacher C interacting with her students, she emphasized building self-
awareness in her frequent encouragement of students’ progress. She worked to build students’
self-efficacy and confidence by inviting the entire class to celebrate each student’s achievements,
however minimal. In addition to helping students recognize their strengths and build their
confidence, Teacher C worked throughout the observed lesson to have students recognize when
they need help. “Do you need help?” she asked, if a student who stood up to share an answer
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 71

seemed hesitant. “Ask for help, you have all this help at your disposal.” (personal
communication, February 19, 2020).
During observations of Teacher B’s time with students, she displayed consistent
modeling tactics, talking through her choices and questioning the students’ choices as well to
encourage them to verbalize their thinking. While playing a game, she asked one student his
thoughts on why she should roll the dice again; throughout the game, she affirmed different
choices he made with specific feedback: “Oh, you’re going to put your hand there to block it,
that’s good thinking;” “It took you lots of tries, so it might take me lots of tries” (personal
communication, February 5, 2020). This thinking aloud method she used modeled for the
students her own self-awareness, to encourage the students’ growth in understanding their
thoughts and emotions.
Document Analysis
The theme of self-awareness is interwoven throughout the Leader in Me curriculum that
Jefferson Elementary teachers are trained in and utilize daily. While self-awareness is a key
component in all the “7 Habits” that are used throughout the Leader in Me curriculum, it is most
prominently featured in “Habit 1: Be Proactive,” in which students are encouraged to "Choose
your own weather (choose your own feelings, and responses)” and “Develop responsibility for
their actions, emotions, attitudes, choices, and behaviors” (Franklin Covey Co., 2020). In this
habit, students develop the ability to:
1. Develop motivation; take pride in work.
2. Act responsibly toward self, family, school, community, nation, and the world.
3. Show initiative and entrepreneurialism.
4. Use unique talents and abilities to their full potential.
5. Think about choices, be accountable and responsible for actions and results, and
understand that choices affect others. (Leader in Me Teacher’s Edition, n.d.)

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 72

The Leader in Me curriculum has various explicit lessons to guide teachers to help
students understand and internalize Habit 1. Additionally, the program offers training and
instruction for teachers in how to implicitly interweave this instruction into every component of
students’ classroom experiences, which the Jefferson Elementary teachers have participated in
extensively.
Self-management
Self-management has been described as “the ability to successfully regulate one’s
emotions, thoughts, and behaviors in different situations - effectively managing stress,
controlling impulses, and motivating oneself. The ability to set and work toward personal and
academic goals” (CASEL, 2013, para. 2). Self-management in CASEL’s Core SEL
Competencies (2017) encompasses both self-regulation and emotion regulation, as well as goal
setting, organizational skills, and self-discipline. The following section outlines the various ways
teachers encourage students’ self-management growth through SEL strategies and program
implementation.
Interviews
Throughout the conducted interviews, the teachers at Jefferson Elementary all noted that
they place a high priority on building students’ self-management skills. Teacher G described his
experiences utilizing SEL to help students develop self-management skills:
One of the greatest strengths of implementing/using social and emotional learning in the
classroom is giving the students ways and strategies to manage themselves and deal with
their emotions before they escalate and create further problems. There are many
strategies that can deescalate a situation and provide the comfort a child needs to redirect
their focus back on their learning, but it does require the teacher to acknowledge and
understand that a little time away from the academics to deal with whatever it is the
student is struggling with, will in the long run result in more learning time. The child
having learned how to cope with his/her feelings will hopefully not require such
intervention in the future (personal communication, March 8, 2020).

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 73

Teacher A spoke of the various strategies she uses to help her first grade students manage
their attention and stay engaged in learning activities:
I try to use some meditations. I use Go Noodle for my kids because it's entertaining and it
has mindfulness in it and it has brain breaks in it. So in a morning where I don't have
P.E., we do take a brain break in the middle of the morning….And I also like to teach
where I start on the carpet. I go to their desk, I go here, I go there, we do things. We
move our bodies. I'm very much in that training of you cannot keep them sitting still in
one spot for a long time. And I'm always trying to tell them the purpose (personal
communication, January 9, 2020).

Teacher D described how she works with students who need some space to process their
emotions and help them regulate. She spoke of a student who has shown growth in this area after
Teacher D has spent time implementing SEL strategies with him to guide his emotion
regulation:
I'm thinking of a particular boy now who [a few years ago] had just a lot of reactive kind
of violent behaviors. And through a lot of this talk and recognizing feelings...and what
happens is when the kiddos get really overstimulated, they come to me, [I give them]
something to eat, give them some space, give them some time. And so anyway, just
today, this little the student had a little incident happen. And I realized, wow, he's saying
to me: “This happened. And I got really, really, really, really mad.” And I was really
happy to see him go from just that reactive physical-ness to when something happened to
be able to label it. That's a really big part of it. Unfortunately, we're not there yet when it
comes to controlling the action part yet. But that will come, this is a step. For this student
this is a really big step….And so just being able to hit that pause button and pick a
strategy is the thing that I've seen the most growth in on the few students that I
consistently see (personal communication, February 27, 2020).

The Jefferson Elementary teachers have placed “calm down” bins in each of their
classrooms as a strategy to help students regulate their emotions. Teacher F described how she
has used calm down bins in her kindergarten classroom and what those bins look like:
We all implemented calm down bins. And that has been a big help in kindergarten [for]
emotional regulation. And [at the] beginning it took a lot of me prompting and giving the
language of, “Oh, it looks like you're a little frustrated. Do you need to take a second to
take a deep breath?” Where now, they'll come tell me, “Oh, I'm stressed out. Can I go get
the calm down bin for a few minutes?” (personal communication, January 30, 2020).

Teacher F described the items in the calm down bins:
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 74

It's got sequined pillows that they can run back and forth [with their hands]. It’s got
stretchy bands that they can stretch. It's got bubble timers that they can try to
regulate….It's got other weird pieces and so you can just pick what helps them along the
way. They love this glitter tube and just like watching it (personal communication,
January 30, 2020).

In kindergarten, the emotion regulation strategies are more teacher-directed, due to the age of the
students. Teacher F stated:
I will definitely ask if they need a calm down bin or what they're feeling and how we can
work through that so if it's a calm down bin or even if I notice them getting kind of
worked up. We'll take deep breaths as a class and then talk about like, “Ok does your
body now feel a little bit more ready to learn?” (personal communication, February 27,
2020).

Teacher B described creating a space in her classroom for students to feel calm and
comfortable, and an area in which any teacher can send a student who needs an area to help
regulate emotions or work without interruption:
That little area is a study area so teachers can send kids to come sit and do their
work….And then I have the calming corner over there that is part of the playroom. But it
gets used quite often too….I have the same bucket [the teachers] have that I've added
stuff to. But then I also added the tents that have lights…other things that I've come up
with. I have kids who’ll just come and lay down in the tent for a while and zone out...
And [the teachers] will text or call ahead of time to make sure I'm here. The kids know
they can just come in (personal communication, February 4, 2020).

Teacher C described ways in which the teachers help students with their academic management,
setting goals and approaching their learning with more autonomy:
…. We set goals every month. And so their idea for their reading score is if they weren't
kind of taught how to hone that down and be like, oh, I'm going to go 100 points. So we
just make it a blanket [number]. [Students] can only put down that [they’re] going to go
up 20 or 30 points...Because then that's obtainable. So then they could go, “I made my
goal” (personal communication, February 25, 2020).

In helping students set attainable, manageable goals, the Jefferson Elementary teachers
are able to provide students with the experience of reaching those goals. Before setting this plan
into motion, students would set academic goals that were too challenging, and would never
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 75

experience the reward of meeting their goals. Now, the teachers have created a system where
every student is taught how to set a manageable goal, then provided the time and practice the
skills to meet that goal. The Jefferson teachers practice goal setting and accomplishing as young
as kindergarten, with age-appropriate goals such as learning to tie their shoes.
Teacher E expanded on goal setting in his description of how the teachers have helped
students set manageable reading goals, and how this has helped students’ academic self-efficacy:
With that growth mindset, we're still expecting [the students] to eventually reach regular
standards that they're supposed to achieve, but ... You tell someone they need to be up
here at 700 [points] and they're in 300. You know, it's not realistic that they're going to
get there one year, but if they feel like they're progressing and achieving, they're a little
more likely to make it there (personal communication, February 25, 2020).

Teacher E continued to explain how breaking down the reading points into smaller, more
manageable chunks allowed students to progress further in their reading than they had when the
goal seemed too challenging and unattainable:
And it's funny, that particular [reading] program sets year growth at 100 [points]. But we
set a very doable standard of: I'm going to go up 20 … or 30 [points]. Well we take [the
test] nine times. So if you went up nine times 30 is 270 points. And we do have kids that
go up over 300 points. They may not have done that if they thought they had to. If we say
you better be at 300 points by the end of the year. You know, that's daunting to think that
they're going to go up that much (personal communication, February 25, 2020).

Teacher D elaborated on how the Jefferson teachers work to help students embrace
setting goals and celebrating their academic growth, despite the amount of change, and how this
has greatly impacted students’ academic self-efficacy:
….I would definitely say over the years I've seen a lot of kids switch their mindset to that
growth mindset. Before, it was much more grades-driven or a lot of just, “Well, I'm kind
of giving up and not trying because I know that bar is so far beyond my reach right now.
It just, it just looks so far away to me when I see, oh, that's where my grade level is.”
….So you can see it in their little faces on the pride that they had last year (personal
communication, February 25, 2020).

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 76

Teacher D described how the teachers would celebrate students who showed gains toward their
academic goals:
Each trimester when they would hit their growth goal….The teachers made a tunnel with
their arms at the morning assembly. And I would call their names and they would run
through and everybody would cheer for them. It's really fun to watch the little
faces….And then, of course, for the teachers, too, I think it's really motivating for us to
focus on that positive [growth] and really see they are having growth because it does
sometimes feel like you're spinning your wheels in the mud. (personal communication,
February 25, 2020).

Observations
In classroom observations, teachers displayed various ways of helping students manage
their emotions and academic tasks. During reading centers, Teacher G had implemented a
structure to help guide students in their time management, with various reminders. “I’ve been
very patient waiting for you to transition, but now you need to settle in,” Teacher G reminded his
students after about four minutes of starting reading centers groups (personal communication,
February 19, 2020). At another point during the centers time, Teacher G spoke to the groups
working independently, “For those of you working at your desks, we’ve been in groups for about
12 minutes. If you haven’t focused in on your work yet, you probably should” (personal
communication, February 19, 2020). When a student started speaking loudly and with frustration
to another student, Teacher G left his center to go speak with that student. He bent down, quietly
talked with the student individually, without allowing the conversation to interrupt the class or
for any other students to hear the discussion. Teacher G then encouraged the student to spend
time in the “Calming Corner” with pillows and the calming bin (personal communication,
February 19, 2020).
In another classroom observation, Teacher A worked to guide a student who was
frustrated during a lesson, and did not want to participate, as he wanted to be at a different
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 77

center. When he refused to participate in her center lesson but instead put his head down on the
table, Teacher A asked, “How are you feeling right now? Are you feeling frustrated? Can you
use your words and tell us?” (personal communication, February 5, 2020). As the student started
to cry about wanting to be at the “Write the Room” center, Teacher A said in a calm voice,
“Take a deep breath. It’s ok buddy. Let’s look at the schedule. You still have a whole hour to get
to write the room” (personal communication, February 5, 2020).
Document Analysis
In the Leader in Me program that the teachers have implemented into their classrooms,
self-management is interwoven throughout. Self-management is most prominently featured in
“Habit 1: Be Proactive” (discussed in above in Self-awareness), “Habit 2: Begin With the End in
Mind,” and “Habit 3: Put First Things First” (Franklin Covey Co., 2020). In “Habit 2,” students
are encouraged to “Think ahead about consequences of actions/choices before acting,”
“understand how goal setting applies at school and in one’s personal life” and “set clear
expectations for themselves and others” (Franklin Covey Co., 2020). In this habit, students
develop the ability to:
1. Use critical thinking to organize information.
2. Develop the intrapersonal skills of self-confidence and self-management.
3. Use creative and entrepreneurial thinking to solve problems.
4. Develop the ability to set goals and follow through.
5. Develop strong oral and written communication skills. (Leader in Me Teacher’s Edition,
n.d.)

In Habit 3, students are taught to “Identify their most/least important priorities at school
and at home,” “do weekly planning based on their priorities to ensure important things are done
first,” and “understand how planning and prioritizing helps to create balance and meaning”
(Franklin Covey Co., 2020). In this habit, students work to:
1. Demonstrate time-management skills.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 78

2. Cultivate a strong work ethic, flexibility, and adaptability.
3. Develop intrapersonal skills of self-management.
4. Be accountable and responsible for actions and results.
5. Begin to cultivate analytical skills. (Leader in Me Teacher’s Edition, n.d.)

As with Habit 1, the Leader in Me curriculum has various explicit lessons to guide
teachers to help students understand and internalize Habit 2 and Habit 3. The Jefferson
Elementary teachers have gone through extensive training in how to implicitly and explicitly
infuse their daily classroom instruction with lessons and language support students’ development
of Habit 1, Habit 2, and Habit 3, increasing students’ self-management capabilities.
Social Awareness
Social awareness has been described as “the ability to take the perspective of and
empathize with others, including those from diverse backgrounds and cultures. The ability to
understand social and ethical norms for behavior and to recognize family, school, and
community resources and supports” (CASEL, 2013, para. 3). Teachers at Jefferson Elementary
have implemented various strategies to build their students’ social awareness, which have been
outlined in the following section.
Interviews
In conducted interviews, the Jefferson teachers expressed the various ways in which they
work with students to build their social awareness. Teacher E described how he works with
students to understand their classmates’ perspectives better in order to build compassion and
empathy:
Well, we talk about paradigms a lot. So a lot of times a kid will be very reactive to what
somebody else is doing, but they're not looking at it from the other person's perspective.
Well, you're mad because they got the ball? Have they ever gotten the ball? You're more
aggressive. So you're getting it every time. Well what about the person that isn't
aggressive or doesn't, you know? So it's seeing each other's paradigm. That's my biggest
pet peeve is when kids are not respectful with each other because every kid wants to get
along. Every kid wants to have friends (personal communication, February 25, 2020).
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 79

Teacher B described how she models social awareness for students when she is playing
games with them during the intervention time in her classroom, teaching them through her
modeling how to empathize with another person’s feelings:
And that's where I'll pull in the "wow, that really emptied my bucket" line. It’s me
modeling how I feel when [I feel that]. I had one [student] today who... We were playing
a game and it's called Tipsy Tower and it's supposed to fall over when it's not balanced.
And he just laid into me when it fell apart. I'm like, “I didn't do it on purpose. I'm so
sorry.” He still wasn't catching that I felt really bad. So I'm like, “Wow, I...wish you
knew how bad I really do feel.” And he literally stopped and just looked at me like, oh,
something clicked (personal communication, February 25, 2020).

Teacher B later spoke to how the Jefferson Elementary teachers are modeling social skills and
empathy for others in their own relationship-building with the students:
Empathy has become a lost art and we are bringing that back. Our students are learning
that we can about them, not just their grade. They know that we are here to help with
whatever they need and in turn are not only more supported in basic needs but are more
understanding and able to do the same for others (personal communication, March 5,
2020).

In modeling positive relationships with the students, the Jefferson Elementary teachers
hope to raise their students’ social awareness in working with other individuals. Teacher B
described the small, yet significant changes she has seen in her students’ displays of empathy and
compassion:
I think this group has always been very caring to each other, but has continued that even
as their friend groups have changed, so even my [students who] struggle socially,
emotionally, will go help others, like if they see somebody upset, they're like, “Oh, do
you want me to go get the calm down bin for you?” and “Are you okay?” Or if they see
somebody bump a leg, they rush to get an ice pack. Or help each other fill their water
bottles. I think it's talking about it and modeling it because at the beginning I would [ask],
“Oh, can you give it so-and-so an ice pack?” So now it's turned into “Wait, I know where
that is” (personal communication, January 30, 2020).

Teacher G spoke of the various ways his students need guidance in showing empathy and
kindness to their classmates, and learning to celebrate another individual’s success:
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 80

It's interesting when we have things to raffle off or something. Oh, you know...stuff [like]
this kind of pencil, I'm going to pull sticks to see who gets it and then you pull a stick and
people like "ahhh", you know, because they're bummed they didn't get it. So they're
gonna show their displeasure towards the person who did it. So then we have to say,
“Well, look, how would you feel if you just won something and [heard that], basically
implying that you didn't deserve to win it?” So then we talk about it. “Let's make sure
we're celebrating tomorrow who gets it.” Or when we pair them up, and they go [mimes
rolling eyes, making a face]. And then I have to say to them, “So would you like
that?”...But it's very subconscious where they're...sending these negative messages that
they don't know that they're sending because they didn't get what they wanted (personal
communication, February 25, 2020).

While Teacher G acknowledged that these reactions are small and often subtle, he noted
how important it is to adjust and redirect even the smallest behavior in his students. Teacher C
reiterated how important those small moments are for encouraging kindness in her students, and
guiding them to see another person’s perspective, when she described some specific strategies
that she uses to help her students consideration for others:
So when they're standing and [speaking], then everybody needs to be paying attention to
that, because there may be something that somebody wants to add or clarify or adjust and
they all want to be treated with that kind of empowerment. And so we do a lot with
“earning.” If you want people to hear what you say, then you have to earn their respect by
listening when they talk. Random acts of kindness. I think we probably do more
kindness. So when they pair up at the end of that they...have to say something positive.
When we do [partners] and one [student] does the problem and the other person is
supposed to be the coach. Then there, they have to say, "oh, you did a good job on that.
Better than the last time." And you would be amazed how hard that is for them to do,
mostly because they don't hear that anywhere (person communication, February 25,
2020).

Observations
When Teacher D led an explicit SEL lesson with kindergarten, first grade, and second
grade students, she focused on how to understand what another person is feeling. Teacher D
started the lesson with the line, “Seek first to understand…” and the students filled in “then to be
understood,” indicating that this was a familiar statement for them, Habit 5 from the Leader in
Me program. Teacher D displayed pictures of different children with different facial expressions,
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 81

and led the students in a conversation about each one, asking, “How do you think he feels? Why
do you think he feels this way?” (personal communication, February 19, 2020). Teacher D ended
the lesson with students acting out different feelings and discussing how the students in the
audience could determine why they thought those children were feeling those certain ways.
(personal communication, February 19, 2020).
In another observation, Teacher A was conducting small group lessons in centers about
kindness in her first grade classroom. In each center, Teacher A asked the students to remember
and reflect on “Kindness Week,” which they had as a school the week before. Teacher A then
displayed different cards of showing various interactions between children, or children with
parents. Teacher A showed the group of students a card, and asked with each one, “What do you
think they are doing in this picture? Do you think this is kind, or unkind? How do you feel when
this happens to you?” (personal communication, February 5, 2020). Teacher A worked through
each of the scenarios in her small groups, discussing with the students their own experiences in
various social situations, and guiding them to understanding the perspectives of the children in
the pictures. (personal communication, February 5, 2020).
Document Analysis
Social awareness skills are included throughout the Leader in Me program that the
Jefferson teachers have implemented into their classrooms. Social Awareness is most
prominently featured in “Habit 5: Seek First to Understand, Then To Be Understood” (Franklin
Covey Co., 2020). In “Habit 5,” students are encouraged to “Practice empathic listening by using
the eyes, ears, and heart to understand others,” “build high trust with others by communicating
honestly,” and “use ‘I’ messages to effectively express thoughts and feelings” (Franklin Covey
Co., 2020). In this habit, students develop the ability to:
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 82

1. Demonstrate attentive listening skills to build and maintain healthy relationships.
2. Cultivate good social and communication skills.
3. Show compassion toward others, share, and put others first.
4. Appreciate different relationships.
5. Learn to relate to people who are alike as well as different, and work effectively in group
settings. (Leader in Me Teacher’s Edition, n.d.)

The Leader in Me curriculum has different explicit lessons for teachers to implement in
their classrooms to help students develop their skills in Habit 5. Additionally, through the various
professional development workshops that the Jefferson teachers have received, the teachers
utilize Habit 5 throughout their daily classroom instruction to guide students in building empathy
and compassion for their peers, teachers, and family members.
Relationship Skills
Relationship skills have been described as “the ability to establish and maintain healthy
and rewarding relationships with diverse individuals and groups. The ability to communicate
clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict
constructively, and seek and offer help when needed” (CASEL, 2013, para. 4). The following
section outlines various strategies that teachers use to encourage their students’ relationship
skills.
Interviews
Teachers at Jefferson Elementary spoke of placing strong emphasis on building their
students’ relationship skills throughout the conducted interviews. Teacher A discussed how she
helps her first graders work through challenging interactions with each other, such as
apologizing:
….We talk about apologies and model apologies. And I do that with [other] adults a lot
over and over and over. And even if it's an accident, we’ll role play things out sometimes,
you know, like my student teacher happened to spill her drink one day and...we made a
big deal about it. And we really tried to role play what it needs to be, because I think that
it's important also to show the kids at this age that we're not perfect even as adults. And I
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 83

talk about that: “I'll make mistakes. You're going to make mistakes. We all make
mistakes. But it's the after part that's important. You know, what do we do after the fact,
[do we] yell at each other? No. We go, oh, it was just an accident.” And that role playing
and modeling it constantly, we hope that they're learning from it (January 9, 2020).

Not only does Teacher A model and role play relationship skills behavior for her students with
other adults, but she has her students role play and practice the skills together:
And then we have [the students] role play out their own problems. For example, a student
the other day accidentally tripped another student. It wasn't on purpose. And so then we
talked about it and about apologizing and how we don't need to get upset because it was
just an accident. [But the student] still needed to apologize. And then after the fact, we
asked the student who apologized. “How did that make you feel?” And he's like, “Well, I
felt a little embarrassed. But the apology made it seem OK.” And that's what you want
them to feel like….I was embarrassed about it, but I feel like I was better once I
apologized. We try to verbalize it ourselves a lot so that they can try it (January 9, 2020).

Teacher A used actual moments of “mistakes” in her class to model apologizing and have
students practice the interaction of apologizing to each other, working to normalize the act for
the students and provide a safe space for them to make mistakes with her and each other.
Teacher B described how she works with students to practice social skills with them,
modeling and guiding the students through ways to communicate clearly with others:
[My students] have to ask me to play with them. I will sit somewhere else, play
something else. Or there are times I'll even sit at my desk working. And so they'll say,
“[name of game] is a two person game.” I'm like, “Wow, I wonder if you can play it one
person or if you need to play two person?” [The student will say], “Well, but I want to
play two person.” [Teacher B asks], “Then what do you need? What can you do?”
[Student responds], “Well, I want you to play with me.” [Teacher B asks], “So you're
asking me? Or are you telling me?” So that they get the whole idea of how with friends,
you want to ask them to play with you. You don't want to tell them to play with you
(personal communication, February 4, 2020).

Teacher F also discussed how she uses modeling to help guide her students in their
interactions with each other and build stronger relationship skills:
I think a big thing recently has been role playing with them, whether it's how to interact
with friends or even how to interact with staff. So the other day I had a student that
needed paper, but instead of coming to ask for paper he just kept like pumping….opening
and closing the scissors in my face. And so I said, “OK, one of [the students] be me.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 84

What should we have said? Because if I just pump the scissors really fast are you going
to know what I need?” And then, the next day….when he needed paper he walked up and
said, “I need some paper” (personal communication, February 27, 2020).

This slight but meaningful change in her student’s behavior is an example of how Teacher F’s
modeling has slowly impacted her students so that they have shown progress in making different
decisions in their interactions with other people.
Teacher C discussed working with her fourth grade students on the intrapersonal skill of
apologizing and taking ownership of a mistake:
….We teach how to apologize. So it's not just. “I'm sorry.” And no, "I'll try not to do that
again." I say, “That doesn't say that you owned this and that gives you an out to do it
again. So let's try again with you.” Saying, I won't: Whatever it is they've done. And then
I have them shake hands, because unless you touch, you don't make that connection. And
we shake hands all the time in the morning when they come in and all of that. So that is
another social skill that they need to have (personal communication, December 12,
2019).

Teacher E reiterated this emphasis on students taking responsibility when he described how he
handles students’ interactions with each other:
We try to get them to use I statements and take ownership of what [happened] ...typically
when you have two kids that have a problem with each other nine times out of 10, the
first thing they want to tell you is what the other person did. And the second part is they
don't want to admit what part they played in it. So that's like the big thing is initially
saying, “OK, I understand what's wrong. But tell me about you.” And I think that's a big
step that we've always tried to do is they at least take ownership...because unless they
realize what part they played in, they're just going to repeat the same problem over and
over again (personal communication, December 12, 2019).

Teacher C also described a situation a few years previously when she had a group of students
who struggled significantly in their lack of communication with each other, and she asked the
school psychologist to help her intervene:
I had a third grade class once that the girls were just so at each other. And we had a little
circle chat and it turned out they didn't know how to talk to each other. They didn't know
how to communicate. And when asked to describe the emotions, they had five words.
That was it. Out of the 14 of them, mad, sad, glad, happy. The school
psychologist...would have lunch meetings with them. And by the time they were finished,
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 85

they had all these words and they knew what they meant and they could communicate
with each other. And we got over that hump of "I don't want to be your friend today. You
can't talk to so and so…." Because then they could just have a way (personal
communication, February 25, 2020).

Teacher C discussed this scenario as an example of how strongly she feels about guiding
students through intrapersonal conflict with each other, and the positive impact intervention can
have for these students in developing their relationships. Since witnessing this change in the
students detailed above, Teacher C has made communication and relationship skills a priority in
her classroom instruction.
Teacher D reflected on how students communicate through their behavior when they do
not have the skills to do so with words:
I think one of the things that this whole SEL thing reinforces is that a child's language is
their behavior, especially the younger they are, that's really their first communication
tool. Especially when you're dealing with the emotional stuff that kids can't access yet.
Don't know how to articulate yet. Their behavior is their language to us. We have to
really [have] open eyes and open ears with our open heart for that (personal
communication, February 27, 2020).

Teacher D discussed how understanding this behavior helps the teachers to respond appropriately
in the moment to guide students through to positive reactions and interactions with their
classmates, teachers, and family members.
Observations
During a classroom observation, Teacher F read her students a picture book about “filling
buckets,” focused on helping students think of kind actions to lift their classmates’ spirits.
Throughout the picture book, Teacher F stopped and discussed the concept with the students,
asking them to give specific examples of the ways they have “filled a bucket” during that school
day. Teacher F asked, “What are ways you fill my bucket? What are some ways you fill your
friends’ buckets?” for students to elaborate on the specific actions they have taken to positively
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 86

build their friendships and relationships in their classroom. Throughout the discussion, Teacher F
asked her students to elaborate on how they felt when someone filled their bucket, or emptied
their bucket (personal communication, January 30, 2020).
Additionally, there were small and subtle ways in which students are encouraged to build
relationship skills, which were observed throughout the campus. One of the strategies that has
been implemented is the creation of a “greeter” role in each classroom. This “greeter” is a
student who is charge of welcoming any visitors to the classroom. The goal of this role is to help
students strengthen their interpersonal communication skills. In classroom observations, the
student greeters in each classroom welcomed the researcher with variations of the same pattern,
depending on the student’s age: “Good morning, welcome to our class. How can I help you
today?” (personal communication, February 19, 2020).
Document Analysis
Relationship skills are interwoven into the Leader in Me program that the Jefferson
teachers have adopted throughout the school. Relationship skills are most prominently featured
in “Habit 4: Think Win-Win” (Franklin Covey Co., 2020). In “Habit 4,” students are encouraged
to “build high-trust relationships that enable mutually beneficial problem solving” and
“Appreciate differences and respect others” (Franklin Covey Co., 2020).
In this habit, students develop the ability to:
1. Use their own unique talents and abilities to the fullest; value others’ talents and abilities.
2. Develop flexibility and adaptability.
3. Be open-minded and non-judgmental when considering others’ views.
4. Demonstrate attentive listening skills.
5. Cultivate a spirit of cooperation to live in an interdependent community and world.
(Leader in Me Teacher’s Edition, n.d.)

Throughout the Leader in Me curriculum and professional development workshops, the
Jefferson teachers have acquired lessons and skills for guiding students to embrace and apply
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 87

Habit 4. These explicit and implicit lessons have been woven into the daily activities and
responses of the Jefferson teachers across the campus.
Responsible Decision-Making
Responsible decision-making has been described as “the ability to make constructive
choices about personal behavior and social interactions based on ethical standards, safety
concerns, and social norms. The realistic evaluation of consequences of various actions, and a
consideration of the well-being of oneself and others” (CASEL, 2013, para. 5). Responsible
decision-making involves solving problems, evaluating decisions, and taking responsibility for
self and others. Jefferson Elementary teachers have utilized the concept of leadership at their
school to help students better understand what responsible decision-making looks like.
Teacher E discussed how the Leader in Me program has helped Jefferson Elementary
embrace the concept of leadership with the students throughout the grade levels:
We always had some form of character type [teaching], but it was just never really
bought into by [the school]. So the whole idea of Leader in Me was that the whole school
would have a common language and trying to promote positive leaders that would leave
our school. And trying to promote the school having one voice and teaching it at any
grade level to promote what we are (personal communication, December 12, 2019).

Teacher C discussed that this can be challenging for some of the students at Jefferson, who do
not have much practice with making decisions:
….They don't have much input in their life at home. So you kind of have to know who to
give choices to and who not to. Because sometimes just having to make a decision on a
choice is new and uncomfortable. And so you have [some students] who can make
choices like nobody's business. But we have some who never have any parameters at
home. They're just told what to do. They don't get any say. So when they're given that
power to have some say, they don't know what to do with that. And that's very
uncomfortable to them (personal communication, February 25, 2020).

The teachers at Jefferson Elementary created the Leadership Block to help their students
have opportunities to make responsible decisions, practice leadership, practice community
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 88

service, and take pride in their school. Leadership Block occurs once a week in an afternoon,
when all the third, fourth, and fifth grade students meet in small groups led by different grade-
level teachers to accomplish a specific task around the school. Teacher D described Leadership
Block and the ways she has seen students grow since implementing the program:
One of the things that I've seen...is the kiddos grow into those positions. It's really neat to
see the autonomy of what they take on. Before, you kind of waited for the teacher to do
things….The teacher is going to pick what that is and then you'll help make a poster.
Whereas now the kids are realizing like, “Oh we could be in charge of that. And I can
make posters and we can get a group of kids at recess to go hang them up.” And so it's
really been neat to see the kids take ownership of that school culture piece,
especially….to see that clicking with them of, “Oh, it's not a passive environment here. I
can be in charge of me and I can have a voice. And what happens at our school”
(personal communication, February 27, 2020).

Teacher A discussed what her Leadership Block group has worked on during the school year to
help their surrounding community, and the various decisions students make throughout the
program:
I have the Community Support [Leadership group]. We look to ways we can help the
community. So one thing we did was Valentine Grams in February and we sold them.
And then the money is not going to the school. [The students] want to send it to the
Australian fire. They were really, really excited about that and trying to help others. So
the kids made the Grahams. They helped sell them. We sold them during school and after
school. And then they put the Grahams together, passed them out (personal
communication, February 25, 2020).

Teacher B explained the changes the teachers made to Leadership Block for the 2019-2020
school year, based on their experiences in previous years, to give students more opportunities for
autonomy and independent decision-making:
….We expanded it this year, to come up with more action teams that the kids actually
chose instead of [the teachers] saying, “Okay, these are what the action teams are.” It
was, “What do you guys want to do?” And then we formed action teams and took it that
way…. Because it's really reminding our students that this is their school. And then they
have a say in what we do and how we do it. And I think it really has made it more
concrete (personal communication, February 25, 2020).

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 89

Teacher F spoke to the enjoyment she has felt working with different students during Leadership
Block time, and seeing her efforts with kindergarten come to fruition with the older students:
I think it's kind of fun to work with the older ones in Leadership Block. Because you get
to see how that leadership has paid off for us using that language all the way from
kindergarten. By the time they are in fourth grade they're so ready to be in charge of
something and really can take ownership of it. For example, the other day all I did was a
quick Google Doc for them so they could all share it together and they were able to by
themselves as a group of fourth graders divide up who was going to type up which part of
the newscast, what pieces they wanted included, and just go with it with very little
direction. We keep using this language and getting kindergartners even more
responsibility and pointing out to them all they're doing to help our school, but handing it
to fourth grade, they really find their voice and want to do that, themselves (personal
communication, February 27, 2020).

Observations
During an observation of Teacher B’s Leadership Block, she worked to guide her
students in deciding how they would take over “Weekly Welcome,” the school’s weekly
message broadcast throughout the campus. Before starting the brainstorming session, Teacher B
reminded the students of their discussion the week before, stating “Last week we talked about
what we’re responsible for,” and had students summarize their previous Leadership Block
conversation. Teacher B reminded the students frequently throughout the Leadership Block
session “This isn’t my committee, this is your committee,” when the students asked her for
specific ideas. Teacher B separated the group of 15 students into three smaller groups of five
students, asking them to brainstorm their ideas for Weekly Welcome onto large pieces of butcher
paper. After each of the small groups discussed and noted their ideas, they shared out with the
whole group and discussed a plan for the following Leadership Block meeting, when they would
finalize their Weekly Welcome strategy. (personal communication, February 5, 2020).
Teacher D’s Leadership Block consists of kindergarten, first grade, and second grade
students to prepare a foundation of SEL strategies and activities for when they reach third grade
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 90

and participate more independently in leadership activities. Teacher D has some upper
elementary teachers assist her during this time, referring to these students as “Junior Leaders.”
Throughout the lesson, Teacher D asked for these students to help their younger peers. At one
point, Teacher D asked, “Junior Leaders, can you find someone who is sitting criss-cross,
quietly, to hold our signs?” and asked the Junior Leaders to pick volunteers, guide the younger
students through the hand motions of the song, model various actions, and exemplify listening
and participating skills. (personal communication, February 19, 2020).
Document Analysis
Providing students the opportunities to make responsible decisions and consider the well-
being of others is embedded throughout the program of Leader in Me. Responsible decision-
making is most closely related to “Habit 6: Synergize” and “Habit 7: Sharpen the Saw”
((Franklin Covey Co., 2020). In “Habit 6,” students are encouraged to “celebrate differences as
strengths and optimize those strengths to accomplish group goals,” “work well in teams by
listening, brainstorming ideas, and learning from each team member,” and “overcome behaviors
that get in the way of teamwork and creative collaboration” (Franklin Covey Co., 2020). In Habit
6, students develop the ability to:
1. Express and present information and ideas clearly in oral, visual, and written forms.
2. Use their own unique talents and abilities to the fullest; value others’ talens and abilities.
3. Cultivate the ability to inspire, motivate, and draw out the best in others.
4. Communicate and work as a team in a multicultural and interdependent world.
5. Show initiative and entrepreneurialism. (Leader in Me Teacher’s Edition, n.d.)

In “Habit 7” is considered the compilation of all the Leader in Me “habits,” and is
considered “the habit of personal renewal and continuous improvement and it is essential to the
effectiveness of all competencies and skills represented” in the Leader in Me program (Franklin
Covey Co., 2020). In this habit, students will develop the ability to:
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 91

1. Demonstrate healthy ways to express needs, wants, and feelings.
2. Develop strong intrapersonal skills, self-reliance, self-confidence, and self-discipline.
3. Demonstrate characteristics of a responsible friend and family member.
4. Recognize the relationship between personal behavior and individual well-being.
5. Strive to be healthy for life. (Leader in Me Teacher’s Edition, n.d.)

The Jefferson Elementary teachers have woven these 7 Habits from the Leader in Me
program throughout their classroom instruction and school culture. The final two habits,
“Synergize” and “Sharpen the Saw” are the culmination of all the other habits, as “responsible
decision-making” utilizes the other four competencies in CASEL’s Core SEL Competencies
(2017) framework. Providing students with multiple opportunities to practice responsible
decision-making and holding leadership roles on campus demonstrates Jefferson Elementary
teacher’s commitment to SEL implicit and explicit instruction.
Conclusion
This chapter represented the findings that emerged from the qualitative data collective of
this study, which included semi-structured interviews, observations, and data analysis. Through
the lens of CASEL’s Core SEL Competencies (2017) and implementation framework, findings
were presented for the two research questions: 1. What are teachers’ experiences implementing
SEL in the elementary classroom? 2. How do teachers implement SEL in the elementary
classroom? In the next and final chapter, I will discuss these findings and their implications for
the field of education and SEL, any limitations of this study, and my recommendations for
further research.

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 88

Chapter 5: Discussion, Implications, and Recommendations for Research
This study explored the ways in which teachers implement Social and Emotional
Learning (SEL) into the elementary classroom, and their experiences with SEL. To guide
students through the increasing challenges of anxiety, depression, and bullying, schools have
begun to place great importance on utilizing SEL curriculum and strategies in the classroom
environment (Durlak et. al, 2011). The purpose of this study was to examine teachers’
experiences with SEL, and how SEL is implemented in an elementary school setting, in order to
contribute to the existing literature on SEL. A qualitative study utilizing interviews,
observations, and data analysis sought to answer the following research questions:
1. What are teachers’ experiences implementing SEL in the elementary classroom?
2. How do teachers implement the five core competencies and SEL practices in the
elementary classroom?
To answer these two research questions, data was collected at Jefferson Elementary
School (pseudonym). The data collection consisted of interviews with seven teachers,
observations of teachers’ lessons, and document analysis of the SEL program that teachers
utilize, titled Leader in Me. Pseudonyms were assigned to the school site as well as the seven
teachers, and all specific, identifying information about the site and teachers has been removed.
Interviews were recorded by the researcher and transcribed using a transcription service, then
edited by the researcher. Data analysis occurred utilizing a priori codes, as well as analysis of
unexpected themes that emerged from the interviews, observations, and documents. Data
analysis was done through the lens of CASEL’s Core Competencies (2017) framework.
This final chapter will summarize the findings from this study and offer a discussion of
these findings. I will also present the implications of these findings, especially as it pertains to
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 89

the field of education and future educational policy. Additionally, I provide my
recommendations for any future research.
Discussion of Findings
The findings from this study support and expand on the previous SEL literature.
Teachers’ shared their experiences in utilizing SEL and the impact that it has had on their
students, as well as the specific strategies and ways that they implement SEL at Jefferson
Elementary. I considered the data through the lens of CASEL’s Core SEL Competencies (2017)
and the current literature on SEL. These findings are provided after careful examination of the
data using qualitative analysis (Creswell & Poth, 2018). I have organized these findings into two
categories: SEL and its impact on the classroom and the schoolwide implementation of SEL.
SEL in the Classroom
The data revealed that implementing SEL strategies and constructs in the classroom
affects teachers’ classroom management style and relationships with students. The teachers felt
that receiving frequent professional development in SEL improved their confidence and skill set
in implementing SEL into their school routines. The findings suggest that when teachers
integrate SEL strategies throughout their curriculum and classroom routines, their students will
show social, emotional, and academic gains.
The findings suggest that teachers’ behavior management strategies changed when they
began to implement SEL in their classrooms. Utilizing SEL strategies and constructs in their
classroom, teachers began to change the ways they managed students’ behavior and the
discipline techniques they used. The data revealed the teachers moving from a teacher-centered
management style to a child-centered style, with a focus on self-discipline. This is in line with
research that has found a self-discipline style of management to be more effective in classroom
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 90

behavior and instructional techniques (Bear, Whitcomb, Elias, & Blank, 2015). The data suggest
that teachers placed an emphasis on guiding students to build self-awareness and regulation in
their decision-making, walking the students through the reasoning behind certain choices and
consequences. Supporting students to embrace self-awareness and self-regulation are key
tenements in SEL (Osher, Bear, Sprague, & Doyle, 2010). The findings reveal that the Jefferson
teachers used modeling strategies, role playing, cooperative circles, and encouraging self-
reflection to guide students in their impulse control and decision-making process. These
strategies have been found to be core components of successful SEL implementation (Elias et al.,
1997).
Teachers also reported the ways SEL constructs have encouraged and fostered stronger
teacher-student relationships in the classroom. The data from this study suggest that when
teachers work to build positive, trusting relationships with their students, they will see more
progress in students’ relationship skills, social awareness, and even willingness to take academic
risks. This is in line with current research in the field of SEL and teacher-student relationships
(McCormick & O’Connor, 2015; Spilt, Hughes, Wu, & Kwok, 2012). Teachers felt that by
fostering positive relationships with students and creating a safe and caring atmosphere in their
classrooms, students had the confidence and skills to foster healthy relationships with their
classmates (Hughs & Im, 2016; Mikami, Gregory, Allen, Pianta, & Lun, 2011). The data
suggests that especially in a community such as Jefferson’s that has socioeconomic and familial
challenges, positive teacher-student relationships provide at-risk students with a degree of safety
and stability (Spilt, Hughes, Wu, & Kwok, 2012).
The data revealed that the Jefferson teachers found a strong sense of purpose in teaching
this population, building positive relationships with their students, and providing their students
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 91

with SEL skills. The Jefferson teachers felt as if they are making a difference in their students’
lives by providing them with tools to not only be successful in the classroom, but especially in
their relationships and their own ability to regulate their behavior and emotions. This sense of
purpose and meaning in their work contributed to teachers’ passion, drive, and well-being, even
when the work felt overwhelming and challenging (Aldrup, Klusmann, Ludtke, Gollher, &
Trautwein, 2018).
The findings from this study suggest that the Jefferson teachers utilize various strategies
and skills to implement SEL into their classroom instruction. The teachers implement SEL into
their classrooms using explicit lessons, as well as integrating SEL language, strategies, and
constructs into their everyday classroom routines. These methods have been found to increase
student engagement in SEL and the success of the SEL program (Durlak et al., 2011; Taylor,
Oberle, Durlak, & Weissberg, 2017). CASEL’s Core SEL Competencies (2017) of self-
awareness, self-management, social awareness, relationship skills, and responsible decision-
making have been implemented throughout the classroom and school community at Jefferson.
The data revealed that teachers use these Core SEL Competencies (2017) to guide their lessons,
discussions, and interactions with students, and have found their students to show increased self-
efficacy, academic achievement, social skills, and self-regulation capabilities (Zimmerman,
1990; Anderman, Gray, & Chang, 2013; Buckley & Saarni, 2014; Coelho, Marchante, & Sousa,
2015).
Additionally, the findings from this study suggest the importance of teachers receiving
professional development preparation in SEL strategies and vocabulary. Teachers expressed
feeling well-equipped to implement SEL in their classrooms with the numerous professional
development workshops they had attended, as well as continued trainings and professional
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 92

support to consistently grow in their skills as SEL educators (Greenberg, Domitrovich,
Weissberg, & Durlak, 2017). The data revealed that teachers felt more support and more
confidence in their SEL implementation with the increased levels of professional development
trainings. This is in line with what current research has found for successful SEL implementation
in schools (Rimm-Kaufman & Hulleman, 2015).
Schoolwide Implementation of SEL
The data revealed that schoolwide embrace of SEL strategies, creates an environment that
fosters, models, and supports SEL constructs and the five core competencies (CASEL, 2020).
The findings suggest that professional development should not be provided solely for the
classroom teachers but is most effective when all adults in the school community receive SEL
training. This is line with current research on how to successfully implement SEL throughout the
school (Elias, Leverett, Duffell, Humphrey, Stepney, & Ferrito, 2015). Providing professional
development on campus for all school staff and faculty increases the level of success for SEL
implementation (CASEL, 2020). The research revealed that integrating common SEL language
and strategies throughout the school’s faculty and staff contributed to consistency and growth for
students.
The findings suggested that principal support is a critical factor to successful schoolwide
implementation. This finding is supported by SEL literature that has identified administrative
support for SEL strategies and implementation increases students’ emotional and social growth
(Meyers, Domitrovich, Dissi, Trejo, & Greenberg, 2019). The data implied that teachers found
their principal’s support to be a turning point for Jefferson Elementary’s schoolwide embrace of
SEL. Principal support for SEL at the school level includes professional development for all
adults, integrating key SEL constructs into the school’s mission and vision, providing ample
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 93

opportunities for students and teachers to practice SEL, and incorporating SEL language into the
everyday components of students’ schooldays (Redding & Walberg, 2015). The findings
revealed that as the teachers grew in SEL skills and implementation, they began to rely on each
other more frequently. This promotion of a strong, supportive school community models healthy
relationships for the students and gives teachers an opportunity to embrace the school’s SEL
vision as a team (Elias, O’Brien, & Weissberg, 2006).
The teachers in this study described their efforts to cultivate family partnerships, which
CASEL has indicated as an important part of successful SEL schoolwide implementation
(CASEL, 2020). Jefferson Elementary integrates SEL training for parents on community
building nights when teachers offer tutoring for students and English classes for parents.
Research suggests that providing opportunities for parental involvement increases the success of
SEL implementation across the greater school community (Greenberg, Domitrovich, Weissberg,
& Durlak, 2017). The findings revealed the teachers desire to support the families and their
understanding of the Jefferson families’ many environmental challenges. The teachers work to
provide accommodations to families’ schedules for meetings and reach out frequently to involve
parents and guardians in the students’ school experiences, particularly in their SEL growth
(Elias, Leverett, Duffell, Humphrey, Stepney, & Ferrito, 2015).
Social Worker and School Psychologist Support
An unexpected finding that arose in the data was teachers’ desire for more support from
Jefferson’s social work and school psychologist. The Jefferson teachers all spoke highly of the
social worker and the school psychologist but acknowledged that they were spread thin between
too many schools and caseloads. The teachers reflected on their desire to have a full-time social
worker and school psychologist on campus to help them further SEL strategies in an
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 94

interventionist approach with the students who are struggling with exceptionally challenging
situations in their families and homes. The data suggested that teachers' desire for professional
growth and development in SEL is a focus on trauma-informed care practices, as they have
experienced an increase in trauma cases in their students’ home lives over the last few years
(CASEL, 2020; Franklin-Covey, 2020).
Implications for Practice
Mental health struggles among children in the United States have seen a significant
increase in the past ten years (CDC, 2019). Studies have found that SEL programs provide
strategies and tools that teachers can implement in the classroom to help children with healthy
coping strategies (Taylor, Oberle, Durlak, & Weissberg, 2017). Research suggests that SEL
interventions in the school could lead to an overall increase in students’, teachers’, and the
greater school community’s well-being (Greenberg, Domitrovich, Weissberg, & Durlak, 2017).
While qualitative research is not considered generalizable, there is much to be learned
from individuals’ lived experiences (Merriam & Tisdell, 2016). The experiences of the Jefferson
teachers provide the educational community with insights into implementing SEL strategies into
elementary classrooms. In applying data to educational practice, this study provides detailed
depictions of SEL implementation in the elementary classroom, ways in which teachers have
found success or challenges, and the school’s experience with adopting SEL as part of their
culture and mission.
Implications for the Classroom
In the classroom setting, implications for practice lie in the specific approaches Jefferson
Elementary teachers have used to build students’ social and emotional skills. Each of the
Jefferson teachers have used SEL in their classrooms for over five years, and have described the
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 95

various ways in which they work to connect with students, build students’ self-regulation and
emotion regulation skills, and help students make responsible decisions (CASEL, 2017).
Providing explicit instruction, integrating SEL strategies and language into the daily classroom
routines, and working with students to self-discipline are key components of SEL that teachers
utilize in their own classrooms (CASEL, 2020). Modeling behaviors and conversations has
shown to be an effective practice for teachers, as well as providing students opportunities to role
play scenarios and give them practice in a low-stakes setting allows students the confidence to
and skills in actual social settings (Elias et al., 1997). Practicing goal-setting, growth mindset,
and self-regulation are all key components of the Jefferson teachers’ instructional practices, and
serve as examples for other elementary teachers looking to implement SEL. These constructs are
in line with the research that supports implementation of self-regulation, goal-setting, and fixed
and growth mindset strategies in the classroom (Bandura, 2006; Dweck, 2016; Zimmerman,
2016).
Teachers spoke of how integrating SEL into their classroom routines has not only
changed the ways they teach their lessons, but also how they interact with students and practice
classroom behavior management. Building positive student-teacher relationships is a core tenant
of SEL, and has been found to be a key indicator of students’ academic, social, and emotional
growth (McCormick & O’Connor, 2015). The Jefferson teachers spoke of their genuine concern
and care for their students as individuals, and their desire to give students as many tools and
strategies for their emotional, social, and academic well-being as possible. The Jefferson teachers
reflected on how integrating SEL into their classrooms has changed their management styles in
their rooms, focusing lessons on external disciplines and reward systems, and more on helping
students make decisions on their own, with an understanding of the consequences. This style of
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 96

management focused on self-discipline is an important element of SEL and CASEL’s Core SEL
Competencies (2017), and has further increased teachers’ positive relationships with their
students (Osher, Bear, Sprague, & Doyle, 2010). The Jefferson teachers’ accounts of how SEL
has changed their teaching can serve as important examples for other classroom teachers in their
SEL practice.
Implications for the School
Successful implementation for SEL does not occur in individual classrooms but involves
the participation of an entire school (Elias et al., 2015). This study presents the ways in which
Jefferson Elementary has adopted SEL as a schoolwide implementation, involving everyone on
campus as a key stakeholder. An important component of this implementation has been
providing ongoing professional development for all adults on campus: classroom teachers,
specialists, office staff, administration, and custodians. This professional development has been
frequent and continual from the beginning of implementation to its current stage (Domitrovich,
Durlak, Staley, & Weissberg, 2017). This has been perceived by the Jefferson teachers to be an
essential piece of their SEL adoption, and can be an example for other schools looking to start or
grow the SEL programming at their site.
An additional implication from this study is the importance of principal support when
implementing SEL schoolwide. The Jefferson teachers articulated that their principal’s SEL
vision and willingness to provide the tools for success has been a primary element in their
students’ social and emotional success. The Jefferson principal has placed SEL at the center of
the school’s mission and values, and encouraged teachers to do the same in their classrooms.
This leadership has provided teachers with the confidence and tools to embrace SEL in their
classrooms which they feel has been extremely beneficial for their students (Meyers,
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 97

Domitrovich, Dissi, Trejo, & Greenberg, 2019). This leadership can serve as an example for
other schools looking to put SEL into practice.
Implications for Policy
From the beginnings of SEL research and programming, there have been great changes in
United States district and state SEL policy adoption. In the past ten years, there has been a
growth in the number of districts and states who have included SEL competencies and standards
in their elementary schools. However, of the 50 states, only 18 have SEL competencies and
standards for kindergarten through high school classrooms (CASEL, 2020). The data from this
study suggests that integrating SEL into a school’s daily routines, practices, mission and vision
positively affects teachers and students. The teachers’ lived experiences documented in this
study provide a portrait of the dynamic and important role SEL can play in the elementary
classroom.
A few weeks following data collection for this study, a new and unprecedented challenge
arrived in the United States. In March 2020, the country went into lockdown to combat the
spread of COVID-19, a new and unpredictable virus. Schools across the country shut down and
teachers have been attempting to conduct distance learning with little to no preparation. Before
COVID-19, mental health struggles in the United States were already on the rise (CDC, 2019).
There is very little known about the effects that this lockdown will have on the nations’
population, especially for the children. Children are experiencing extreme stress and trauma with
separation from loved ones who are health-care workers, at risk, or sick in the hospital; many
children are dealing with the loss of a loved one that is often sudden, and with no chance for
closure (NCTSI, 2020). Families are experiencing mental, emotional, and physical stress with 22
million Americans filing for unemployment and domestic abuse rates on the rise (Neuman, 2020;
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 98

Zarroli & Schneider, 2020). When schools return in the fall, there will be an exceptional number
of students, teachers, and families working through trauma, and it is as of yet unknown if the
schools will be able to be in normal operations on campus. There has never been a higher need
for SEL programs in classrooms across the country. It is central to the mental, emotional, and
physical health of American students and teachers to provide resources and training to help
process the trauma of this time. Additionally, there is great need for district funding to support
schools with full-time social workers and school psychologists to help guide teachers in trauma-
informed care practices for themselves and their students. This need is greatest in schools like
Jefferson Elementary, whose families already struggled financially before this crisis hit the
United States. This study has provided a picture of how SEL can positively impact teachers and
students. With the recent developments in the United States, it is more important than ever for
schools across the country to experience this positive SEL impact.
Recommendations for Future Research
SEL was only first created as a component of education, stemming in the 1990s from the
field of positive psychology (CASEL, 2019). The literature is not yet extensive for SEL, as it has
only existed for less than 30 years. With that in consideration, I have several recommendations
for future research.
1. The first is to conduct additional qualitative studies in classrooms with SEL. There is
great benefit to allowing teachers the space to reflect on their experiences and providing
an opportunity for teachers to share their stories. Much can be learned from these
teachers’ years of SEL programming and implementation.
2. Additionally, it is recommended that further research explore the environmental impact
on SEL implementation, in order to create an ecological perspective of a school’s success
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 99

or struggles with SEL. Little research has been conducted into how SEL programs
implemented at a school possibly affect (if at all) the wider community, and if there are
any inverse relationships of impact. Research is needed to explore the neighborhood
environmental influences on a school’s SEL programming, and the SEL program’s
possible influences on the school’s neighborhood community.
3. Finally, it is recommended that more longitudinal studies are conducted on the long-term
possible impact SEL has for students. These studies should include a wide range of
students from various socio-economic, racial, and ethnic backgrounds to provide a
sample representative of the American population. While challenging to conduct, further
longitudinal study would provide extensive information about the ways (if at all) SEL
could impact a student beyond their elementary and high school experiences, and
contribute significantly to the SEL literature.
Conclusion
This study explored teachers’ lived experiences implementing SEL into elementary
classrooms. Through interviews, observations, and document analysis, this study presents the
data on how teachers implement SEL, and their experiences in doing so. The research revealed
that SEL is a pivotal component of students’ growth and well-being, providing them with
manageable and actionable tools for academic, social, and emotional success. This study
completed data collection in March 2020, right before the United States went into lockdown due
to COVID-19 and public health concerns. With the changes to our world’s safety in this time of a
global pandemic, children’s emotional and social health has never been more important. SEL
programs provide schools with strategies and tools to help guide students in navigating their
social environments as well as their own emotions, behaviors, and decisions. Teachers who are
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 100

trained in SEL work to build relationships with students and create a positive classroom
environment to foster their academic, emotional, and social growth. In the coming years,
teachers will have the challenge of transitioning children back into school from distance learning,
and after the children have experienced exceptional levels of trauma from a global pandemic.
SEL strategies could provide teachers with the necessary support and tools that they need to
guide students through these unprecedented times, helping teachers and their students cope with
the unknown and grow in resilience.

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 101

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Appendix A: Interview Protocol
Interview Protocol for Teachers
Thank you so much for meeting with me today. I am familiar with the overall research on SEL,
but I am looking forward to getting to understand how it looks at Jefferson. I appreciate you
taking the time to share your expertise with me today.
Background
1. First, could you describe for me your professional role at Jefferson.
a. How long have you been at Jefferson?
b. Have you taught anywhere prior to teaching at Jefferson?
c. Have you taught any other grades before your current grade?
SEL in the Classroom
1. Can you describe the Social/Emotional Learning do you use in the classroom?
a. Can you describe the specific program that you use?
2. What does SEL look like for you in the classroom?
a. Are there specific lessons?
b. How have you integrated it into the culture of your classroom?
SEL Training
1. How many trainings have you received on SEL?
a. Can you describe those trainings for me?
2. How prepared did you feel after the training to implement the program into your
classroom?
SEL Implementation
1. How long have you worked with the SEL program?
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 121

2. How did you feel about SEL at the beginning of its implementation?
3. Have your feelings changed since then?
4. How often would you say you are using SEL in your daily routine?
5. How successful do you feel about the implementation of SEL into your classroom?
6. Have you noticed any changes among your students since implementing the SEL lessons?
a. If so, can you describe those changes to me?
7. Please describe the level of support, if at all, that you have felt from your coworkers?
Your principal?
8. In what ways, if any, have you felt your teaching change since learning about
implementing SEL?
9. Have you felt that there has been a culture shift on campus among the faculty,
administration, parents and students?
a. Can you describe that to me?
10. Have you have noticed any changes in your students’ self-awareness? Can you describe
them to me?
11. Have you have noticed any changes in your students’ ability to manage themselves? Can
you describe them to me?
12. How do you help teach your students to empathize with each other?
13. In what ways, if any, have you noticed your students making more responsible decisions
in their actions?
14. If you could change anything about how Jefferson does SEL, what would that be?
15. What overall impact, if any, have you felt that SEL has had on Jefferson?
a. Do you think it has become part of the school culture?
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 122

Are there any last thoughts you would like to share with me?
Thank you so much for your time!
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 123

Appendix B: Consent Form
Informed Consent to Take Part in a Human Research Study
IMPORTANT INFORMATION
A person who takes part in a research study is called a “research subject.” The use of “you” in
this consent form refers to you as the research subject. The study Investigator will be called
the “study doctor” throughout this consent form.

The following is a short summary of this study to help you decide whether or not you should
participate. More detailed information is listed later on in this form.

Why am I being invited to take part in a research study?
We have invited you to take part in a research study because you are a teacher who has at least
five years of experience teaching with SEL. This study is a qualitative exploration of SEL in the
elementary classroom.
What should I know about being in a research study?
· Someone will explain this research study to you.
· Whether or not you take part is up to you.
· You can choose not to take part.
· You can agree to take part and later change your mind.
· Your decision will not be held against you.
· You may discuss whether to participate with family, friends and/or your doctor.
· You can ask any questions before making a decision.
Why is this research being done?
The purpose of this study is to explore Social Emotional Learning (SEL) in the elementary
classroom. Extensive research has been conducted over the past two decades on the importance
of teaching students social and emotion regulation skills, in addition to promoting academic
achievement in schools. This study will explore SEL at Jefferson Elementary through the lens of
social cognitive theory, positive psychology, and the five core competencies for SEL programs
as outlined by the Collaborative for Academic, Social, and Emotional Learning (CASEL).
How long will I take part in this research?
We expect that you will be in this research study for 3 months. During this time, you will be
asked to participate in 1-2 interviews as well as observations of SEL in practice.

You will be asked to
This study is a qualitative study involving participant interviews and observations. You will be
asked to participate in interviews and observations of SEL in the school.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 124

More detailed information about the study procedures can be found under the “What can I expect
if I take part in this research?” section.
Is there any way being in this study could be bad for me?
This study is meant to provide an analysis of SEL implementation. There are no anticipated risks
for the participants. More detailed information about the risks of this study can be found under
the “What are the risks and possible discomforts?” section.
Will being in this study help me in any way?
There are no direct benefits to you from taking part in this research. We cannot promise any
benefits to others from your participation in this research. However, possible benefits to others
may include the feedback to Jefferson Elementary improving the current program for future
directions.
What happens if I do not want to be in this research?
Participating in a research study is not the same as getting regular medical care. The purpose of
regular medical care is to improve your health. The purpose of a research study is to gather
information.

Participation in research is completely voluntary. You can decide to participate or not to
participate.

Your alternative to participating in this research study is to not participate.

DETAILED INFORMATION
To follow, please find more detailed information about this study than already provided above.
About this consent form
Please read this form carefully. It provides important information about participating in research.
You have the right to take time in making decisions about participating in this research. If you
have any questions about the research or any portion of this form, you can ask us at any time. If
you agree to participate in this research you will be asked to sign this form. A copy of the signed
form will be provided to you for your records.
Who can I talk to?
If you have questions, concerns, or complaints, or think the research has hurt you, talk to the
research team jennacac@usc.edu.

This research has been reviewed by the USC Institutional Review Board (IRB). If you wish to
speak with someone from the IRB, you may contact the IRB at (323) 442-0114, by email at
irb@usc.edu, or by mail at the following address:
USC Institutional Review Board (IRB)
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 125

1640 Marengo St., Suite 700
Los Angeles, CA 90033

The IRB is available between the hours of 8:00 AM and 4:00 PM, Monday to Friday. Contact
the IRB for any of the following:
• If your questions, concerns, or complaints are not being answered by the research team,
• If you cannot reach the research team,
• If you want to talk to someone besides the research team,
• If you have questions about your rights as a research participant, or
• If you want to get information or provide input about this research.
Participation is voluntary
You are invited to take part in this research because of your experience using SEL. It is your
choice whether or not to participate. If you choose to participate, you may change your mind and
leave the study at any time. Refusal to participate or stopping your participation will involve no
penalty or loss of benefits to which you are otherwise entitled.
How many people will take part in this research?
About 8-12 people will take part in this research.
What can I expect if I take part in this research?
As a participant, you will be expected to complete the following: participate in 1-2 interviews
conducted by the researcher and facilitate a classroom lesson observed by the researcher.
What are the risks and possible discomforts?
The risk involved in this study is a possible breach of confidentiality, although the research team
will be making every effort to avoid this.
Are there any benefits from being in this research study?
There are no direct benefits to you from your taking part in this research.
What happens if I say yes, but I change my mind later?
You can leave the research at any time. Your decisions will not be held against you.

If you withdraw from the study, you will no longer be able to participate in the study. No new
information will be collected about you or from you by the study team. Your withdrawal has
no effect on the lawfulness of the data processing that occurred prior to your withdrawal.
Will I be compensated for participating in this research?
You will not be compensated for your participation in this research.
TEACHERS’ EXPERIENCES IMPLEMENTING SEL 126

What will I have to pay for if I participate in this research?
You will not have to pay if you participate in this research.

If I take part in this research, how will my privacy be protected? What happens to the
information you collect?
We will keep your records for this study confidential as far as permitted by law. However, if
we are required to do so by law, we will disclose confidential information about you. Efforts
will be made to limit the use and disclosure of your Personal Information, including research
study records, to people who are required to review this information. We cannot promise
complete confidentiality. Organizations that may inspect and copy your information include
the USC IRB.
STATEMENT OF CONSENT

I have read (or someone has read to me) the information provided above. I have been given a
chance to ask questions. All my questions have been answered. By signing this form, I am
agreeing to take part in this study.

Name of Research Participant Signature Date Signed
Legally Authorized Representative

Name of Legally Authorized Representative Signature Date Signed

TEACHERS’ EXPERIENCES IMPLEMENTING SEL 127

Person Obtaining Consent
I have personally explained the research to the participant and/or the participant’s legally
authorized representative using non-technical language. I have answered all the participant’s
questions. I believe that he/she understands the information described in this informed consent
and freely consents to participate.

Name of Person Obtaining Informed Consent Signature Date Signed

A Witness is Required When:
(1) the participant cannot see, read, write, or physically sign the consent form, or
(2) the Short Form method is used to obtain consent.
In these situations, the witness must sign and date the consent form.
If no witness is needed, leave this signature line blank.

Name of Witness Signature Date Signed

Abstract (if available)

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Asset Metadata

Creator Cotton, Jennaca Lauren (author)

Core Title Teachers' experiences implementing social and emotional learning in the elementary classroom

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/06/2020

Defense Date 05/18/2020

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

Tag classroom behavior,emotion regulation,OAI-PMH Harvest,SEL competencies,SEL strategies,self-regulation,social and emotional learning (SEL),teacher experiences,teacher support,teacher-student relationships

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tobey, Patricia (committee chair), Maddox, Anthony (committee member), Muraszewski, Alison (committee member)

Creator Email jennaca.cotton@gmail.com,jennacac@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-328248

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Document Type Dissertation

Rights Cotton, Jennaca Lauren

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Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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