The Social and Emotional Learning Needs of IB Diploma Students: A Phenomenological Study on the Perceptions of IB Diploma Teachers

This phenomenological study focused on the perceptions of International Baccalaureate Diploma Programme (IB diploma) teachers toward school-based social and emotional learning programs. The purposeful sample for this study relied on interviews with 16 participants from one international school in Southeast Asia. Utilizing a retrospective data collection methodology, six themes were identified: benefits for students, a lack of preservice training, the need for ongoing professional development, a lack of confidence teaching social and emotional learning, curriculum challenges teaching social and emotional learning, and the need for strategic plans regarding social and emotional learning. The results indicated that the social and emotional learning needs of IB diploma students were unique and students benefited from direct instruction regarding social and emotional learning competencies. However, findings also revealed participants had low levels of confidence teaching social and emotional learning curriculum. Participants discussed inadequate social and emotional training prior to entering the teaching profession and limited social and emotional learning professional development after becoming full-time teachers. In alignment with Ajzen and Fishbein’s (1975) theory of reasoned action (TRA), which emphasized an individual’s intention to perform a behavior was the biggest predictor of that behavior being performed, the findings in this study suggested that teachers who felt they did not have the training, ability, or confidence to teach social and emotional learning were more likely to ineffectively teach social and emotional learning. Based on these results, the arbitrary access students might have to effective social and emotional learning support calls for expanded studies by future researchers

The Social and Emotional Learning Needs of IB Diploma Students: A Phenomenological Study on the Perceptions of IB Diploma Teachers

This phenomenological study focused on the perceptions of International Baccalaureate Diploma Programme (IB diploma) teachers toward school-based social and emotional learning programs. The purposeful sample for this study relied on interviews with 16 participants from one international school in Southeast Asia. Utilizing a retrospective data collection methodology, six themes were identified: benefits for students, a lack of preservice training, the need for ongoing professional development, a lack of confidence teaching social and emotional learning, curriculum challenges teaching social and emotional learning, and the need for strategic plans regarding social and emotional learning. The results indicated that the social and emotional learning needs of IB diploma students were unique and students benefited from direct instruction regarding social and emotional learning competencies. However, findings also revealed participants had low levels of confidence teaching social and emotional learning curriculum. Participants discussed inadequate social and emotional training prior to entering the teaching profession and limited social and emotional learning professional development after becoming full-time teachers. In alignment with Ajzen and Fishbein’s (1975) theory of reasoned action (TRA), which emphasized an individual’s intention to perform a behavior was the biggest predictor of that behavior being performed, the findings in this study suggested that teachers who felt they did not have the training, ability, or confidence to teach social and emotional learning were more likely to ineffectively teach social and emotional learning. Based on these results, the arbitrary access students might have to effective social and emotional learning support calls for expanded studies by future researchers

The Integration Of Social And Emotional Learning And Literacy

A curriculum development project exploring the integration of Social and Emotional Learning skills into the mini-lesson portion of Reader’s Workshop. Included is a definition of Social and Emotional Learning, an exploration of existing Social and Emotional curricula and state standards, a discussion of the effects of Social and Emotional Learning on both students and teachers, and an examination of impacts of Social and Emotional Learning on future success of students. The curriculum developed herein relies on picture books as a framework for enhancing both existing literacy and Social and Emotional curricula. It is organized around the five Social and Emotional Competencies developed by leaders in the field of Social and Emotional Learning. Keywords: Social and Emotional Learning, mini-lessons, Reader’s Worksho

Social-Emotional Learning and Educator Implementation

This literature review explores social and emotional learning in the elementary classroom and how educators can help support students to be academically successful. Social and emotional learning is critical to students and their success in the classroom. Social and emotional learning is defined and interventions are explained. This literature review will explore educator support, implementation, interventions, and academic achievement. Three social and emotional learning interventions are explored. The interventions are imperative in the success of every student. An analysis of social and emotional learning interventions suggests that students are academically more successful if they receive social and emotional learning interventions. This literature review examines the effects of academic success based on social and emotional learning in the classroom. Results of the study indicate that social and emotional interventions have a positive effect on students and their academic outcomes

Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School

Many schools have adopted social and emotional learning programs, but few schools have achieved significant impacts on student outcomes because of challenges with implementation quality. Although there is guidance on selecting evidence-based social and emotional learning programs for classroom use, schools need guidance on how best to integrate social and emotional learning in context. This study examines how an elementary school integrated school-wide social and emotional learning into its daily practices, using a qualitative single case study grounded in Bronfenbrenner’s ecological systems theory. The study, which was conducted during an eight-week period, identifies promising practices that could be beneficial for implementing and improving social and emotional learning practices. Data collection includes multiple sources of data, such as observations, document analyses, semi-structured interviews, and focus groups. Drawing upon Stake’s (1995) process for data analysis, the following themes emerge: (1) routines and shared practices, (2) physical environment and classrooms, (3) common language (4) school family, and (5) leadership support for social and emotional learning. The implications of this study support understandings of what integrated school-wide social and emotional learning programming look like in an elementary school context. Keywords: school-wide, integrated, social and emotional learning, SEL, school micro-contexts, elementary school, implementation, school-wide SEL programming

Kindergarten Social and Emotional Learning Development

Social and Emotional Learning Skills for students who attend Community Partnership for Youth after-school program

History of Social and Emotional Learning

This article explores the history of Social and Emotional Learning (SEL). It includes an introduction to SEL, the historical content, with educational benefits, and lastly the improvements to student achievement in schools and a lifetime of outcomes for children that would be strengthened by social and emotional learning

Social and emotional learning for educators

Teacher quality has become a top priority of the global agenda to improve student academic achievement and behaviour (MacBeath, 2012), and to prepare the world’s children for a global economy (Schleicher, 2016). Education is an essential human right recognised by the United Nations Universal Declaration of Human Rights, which emphasises that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace” (Article 26(2)). It is noteworthy that – despite vast differences in goals, resources, and educational system infrastructure – all U.N. Nations recognise the vital role that schools play in supporting the development of key social emotional competencies such as tolerance, respect and understanding. Teachers play a vital role in shaping if, and how, this international vision for education is to be achieved

Implementation of social and emotional learning

While social and emotional learning (SEL) can have many benefits for psychosocial development and well-being, the extent to which the benefits of SEL are realised depends to a large extent on how well it is implemented. This chapter takes up the question of what is necessary for effective implementation of SEL initiatives and why it is important to attend to implementation factors when undertaking SEL in schools and other settings. Included in the discussion is a consideration of policy settings and curriculum frameworks that provide important context and support for SEL implementation in schools. Critical research-based factors for effective implementation of SEL programmes are identified and discussed. The chapter also provides a detailed examination of the benefits and components of systemic approaches to implementation using a whole school approach

Teacher Perceptions of the Connections Between Social and Emotional Learning and Student Success

This qualitative study was about teacher perceptions of how incorporating social and emotional learning addresses the social-emotional needs of students and relates to student success. Teacher perceptions help inform educational leaders and policy makers about the impact social and emotional learning can have on students and their success. The findings of this study led to three emerging themes. Those themes were teachers believe (a) there needs to be direct instruction in social and emotional skills; (b) social and emotional learning helps students academically by becoming self-driven, taking ownership of their learning and actions, building confidence, and persevering through challenging work; and (c) incorporating social and emotional learning into their daily classroom routines helps students develop essential social competencies, as shown through their interactions with adults and other students, showing kindness and empathy, handling their feelings and emotions, and making responsible choices. These themes helped to conclude that teachers perceive a connection between social and emotional learning and student success. This conclusion adds to the existing literature regarding the need for and benefits of social and emotional learning