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Numerous studies demonstrate the many benefits of Social Emotional Learning (SEL). However, existing SEL literature is primarily concerned with SEL program implementation in elementary schools. Moreover, the teacher’s role is often presented as delivering stand-alone SEL lessons from a prepackaged curriculum. Research indicates this approach is less effective with high school students. Consequently, high school teachers desire more SEL professional learning opportunities that consider the needs of their specific student population. In response, this phenomenological inquiry explores high school teachers’ experience of engaging students in SEL to better understand what supports high school teachers need. Data gathered from close phenomenological observations and interviews with three high school teachers in mathematics and physical education afforded the opportunity to orient, interpret, and describe the phenomenon of SEL-in-action. Rich descriptions of SEL-as-it-is-lived were generated and analyzed in relation to van Manen’s reflections on pedagogy and curriculum. The curriculum documents incorporating SEL into subject area frameworks were used to understand the curriculum-as-plan, and the teacher participants shared their lived experiences of engaging students in SEL in their classrooms to allow for analysis of their experience of SEL curriculum. Findings reveal that SEL manifests in pedagogical actions such as pacing their subject area curriculum to meet student needs, building student-teacher relationships, and in interactions involving caring for students. Teachers experienced SEL as living curricula, regardless of what subject was being taught, and often in moments where the curriculum-as-plan was disrupted. This suggests teachers would benefit from teacher education opportunities that allow them to develop the relational sensitivities attributed to adult SEL, mirrored in van Manen’s sense of pedagogical tact. Experiential opportunities to understand SEL within the context of secondary teacher education are recommended for teacher education and ongoing professional development.

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My work experiences in elementary school and at a treatment center have propelled the direction of my thesis and curriculum, which focuses on art integration, mindfulness, social and emotional learning, and confronting trauma in the elementary art classroom. My thesis focuses on the necessity of including art in education and the positive impact integrating art has on students mentally and educationally. Over the past 2 years, I have seen the major impact that integrating art has on students and how essential it is to keep creativity in the classroom. I have studied the value of art integration with every subject, focusing primarily on ELA, science, social studies, and art. My research explains how incorporating art helps with student engagement, collaboration, and retention of concepts. I describe how art is the unifying piece for the mind and the senses. I have also studied how integrating art with mindfulness helps students with their social and emotional learning and emotion management. My research expands on how utilizing art allows individuals and students to better cope with challenges and stay in the present moment instead of ruminating over the past. My thesis also explains how integrating art with mindfulness helps students establish lifelong skills, enabling them to become more self-aware and in control instead of being consumed with worry or other negative emotions. I explore how art integration is needed for individuals to be healthier overall. My research explores how art integration helps individuals become more resilient and maintain a positive outlook despite obstacles.

This study explored the effects of inclusive middle school classrooms on the academic performance, attendance, and social-emotional development of students with disabilities. Using a quantitative, comparative, and correlational design, the research investigated how inclusion influences these outcomes. The study examined data from 1,198 students, including both exceptional student education (ESE) and non-ESE participants, and gathered teacher perceptions to assess the impact of inclusion on social-emotional learning (SEL). Key metrics analyzed included Florida Assessment of Student Thinking (FAST) scores for mathematics and English Language Arts (ELA), attendance rates, and teacher survey responses regarding students' SEL competencies, such as resilience, teamwork, and empathy. The results indicated that while ESE students perform lower than their non-ESE counterparts in FAST assessments, there were no significant differences in attendance. Teachers' perceptions of social-emotional development were generally positive; however, some variability suggested differences in teaching approaches. Recommendations included targeted academic interventions for ESE students and professional development for educators to enhance inclusive practices, particularly in promoting SEL. The findings underscored the importance of inclusive education across both academic and non-academic dimensions, providing valuable insights for improving educational policies and practices to ensure equitable outcomes for students with disabilities.

A suburban district in the southwestern region of the United States created a choice-based program in which students have the opportunity to address their social, emotional, and academic needs through a mid-day period where they have the ability to attend tutorials or engage in a variety of club and social activities. Each day, students choose the activity that best serves their needs, be those academic, social, or emotional. In order to determine students' attitudes, opinions, and uses of the program in an effort to improve its effectiveness for student success, this qualitative study was planned to respond to the research questions: (1) how do students spend the emPower period? and (2) what are students' thoughts, attitudes, and opinions with regards to emPower? The research began by examining student responses to a previous principal survey asking their opinions on the program. Following the analysis of the survey, focus group sessions of five students from each high school grade were held to discuss student perceptions, choices, and uses of the program. The discussions were audiotaped and transcribed. Thematic data analysis resulted in themes of stress, social life, environment, regulations, choice and tutorials. Findings included a continuum of maturity evident with students' choices as they progressed in grade level; enhanced student decision making and self-reflection; cultivating positive student-teacher relationships. Student suggestions for the program involved extending the time length of the period, teaching younger students to use the program effectively, and updating the way the advisory class is taught to be more beneficial to students.

xv, 149 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The present study examined the initial and follow-up effect of Strong Kids , a social and emotional learning (SEL) curriculum, among a sample of 106 third and fourth graders. Students were assigned by classroom to either the treatment or wait-list condition, and completed questionnaires on SEL knowledge ( Strong Kids Knowledge test) and perceived use of SEL skills (the Coping Scale, Social and Emotional Assets and Resiliency Scale) across 3 assessment periods (pre-testing, post-testing, and follow-up). The classroom teachers also completed a social functioning questionnaire (the School Social Behavior Scales-2nd edition) on each student at each assessment period. The classroom teachers implemented 12 weekly lessons across a 3-month time period and 1 booster session approximately 1 month after the last lesson. They also promoted generalization of SEL skills by providing praise and pre-correction to students on the SEL skills they were learning. Analyses revealed that the treatment group had greater positive gains across all of the dependent measures from pre-test to post-test. These gains maintained at the 2-month follow-up period, providing preliminary evidence of the preventative quality of SK . The results are discussed within the broader framework of a three-tiered model of support for SEL, and the possibility of using SK as a universal level of support within school. / Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Tary Tobin, Member, Special Education and Clinical Sciences; Lynn Kahle, Outside Member, Marketing

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The study of culturally relevant pedagogy (CRP) within a social and emotional learning (SEL) program is timely as it supports the increasing body of literature on narrowing the educational gaps prevalent among Black students. Current research is lacking regarding if and how educators utilize CRP to support the learning of SEL competencies with Black students. For this study, the tenets of cultural relevance, SEL competencies, and the leadership practices of one urban district seeking to increase its overall accountability rating as deemed by the state of Texas were examined. The purpose of this study was to determine the adequacy of the district's response to the needs of Black students in terms of cultural relevance when selecting a SEL program and developing a support plan for the program's implementation at the campus level. A secondary purpose was to examine the extent to which the district embedded CRP practices into their adopted SEL program. A qualitative exploratory research design and case study research approach were utilized. Documents related to the SEL program chosen by the district were analyzed. In addition, semi-structured interviews with district leaders and a focus group with campus administrators were conducted. It was found that there were no direct actions by the district toward ensuring that district's SEL program was culturally relevant nor was there support provided to ensure that SEL was implemented in a way that would be meaningful to Black students. Implications for future practice, recommendations for future research, and a researcher reflection serve as the conclusion.

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