The goal of this mixed methods study was to examine educator and student perceptions of the implementation of social-emotional learning (SEL) and the RULER (i.e., recognizing, understanding, labeling, expressing, and regulating) approach in a Catholic school. The study investigated the perceptions of teachers, staff, and students about the implementation of SEL and RULER across elementary and middle school grade levels. The RULER approach is a K–12 SEL initiative designed to build the emotional intelligence and social-emotional competencies of all members of a school community. Data were gathered over a 4-month period through interviews with teachers and students, an educator survey, document analysis, and classroom and campus walkthroughs. The study produced findings around SEL and RULER implementation. The findings suggested SEL and RULER was valued by educators but there are challenges to implementation that may be obviated if the implementation team has a thorough understanding of the process of implementation of an initiative. Recommendations are provided to public and Catholic elementary and middle school leaders and SEL and RULER developers.

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The present study uses secondary data from the Positive, Engaged, Achieving Kids (PEAK) Project which was a large-scale effectiveness trial of the Social Skills Improvement System, SEL Edition Classwide Intervention Program (SSIS SEL CIP; Elliot & Gresham, 2017 [PI: DiPerna]). The purpose of the present study was to examine the effectiveness of this intervention at further developing social-emotional competencies for a sample of linguistically-diverse students. Furthermore, this study aimed to understand the impact that various classroom contextual factors, such as teacher-student interactions and classroom composition, had on social-emotional outcomes, as well as the potential moderating role they served between the intervention condition and social-emotional outcomes. This research was guided by the following questions: (1) To what extent does a classwide SEL program, the Social Skills Improvement System, SEL Edition, Classwide Intervention Program (SSIS SEL CIP), improve social-emotional outcomes for a sample of linguistically-diverse students? (2) To what extent do teacher and classroom contextual factors (i.e., teacher-student interactions, teacher characteristics, and classroom characteristics) predict social-emotional outcomes for linguistically-diverse students? (3) Do contextual characteristics moderate the relation between SEL programming and student outcomes, such that the effects of the intervention are magnified for linguistically-diverse students when other contextual factors are also present in the classroom environment (e.g., quality teacher-student interactions)? Hierarchical linear modeling (HLM) revealed that receipt of the SSIS SEL CIP did not serve as a statistically significant predictor of social-emotional outcomes. Teachers’ emotional support positively predicted social-emotional outcomes, while classroom organization served as a negative predictor. Teacher-student interactions (i.e., emotional support, classroom organization, and instructional support) did not have a moderating effect on outcomes, but classroom composition variables did have statistically significant moderating effects such that students who received the intervention and were in classrooms with a higher percentage of racial minority or EL students had higher social-emotional outcomes. Limitations of this study which offer avenues for future research are discussed, along with implications of this study’s findings. / Psychological Studies in Education

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School leaders are increasingly being required to support students beyond academic metrics. The Covid-19 pandemic caused unanticipated closures in schools throughout the country forcing many students to an unfamiliar online environment. In the months that followed, anxiety and loneliness rose dramatically, requiring staff to re-think how to best support the social emotional needs of students. The purpose of this study was to identify how principals perceive their role in providing social emotional learning (SEL) support for all students in high-achieving schools (HAS) in both in-person and virtual learning environments. Using a phenomenological research design, principals from high achieving schools were interviewed to identify their perceived role in providing SEL for all students. This research suggests that relationships are essential in providing SEL in a meaningful way and principals rely on a variety of staff to ensure students are receiving SEL in traditional (in-person) and virtual environments. Principals expressed a deepened urgency for SEL needs due to the global pandemic of Covid-19. The role of the principals is uniquely positioned to support both the structural and interpersonal supports needed to develop SEL for all students. As the growing evidence supports the inclusion of SEL-related activities, principal and teacher preparation programs should include SEL training as part of the curriculum as part of pre-service training. Additionally, school divisions should provide in-service opportunities for those already in the field. The findings from this research underscore the important role that principals have in promoting a SEL-supportive culture. Implications of these findings and suggestions for future research are also shared. / Doctor of Education / The purpose of this study was to identify how principals perceive their role in providing SEL support for all students in high-achieving schools (HAS) in both in-person and virtual learning environments. Due to the widespread closure of in-person schooling across the country in the fall of 2020, school leaders have been forced to think differently on implementing support for the whole child. Using a phenomenological research design, principals from high achieving schools were interviewed to identify their perceived role in providing SEL for all students. A review of the literature shows SEL can be delivered at both the classroom and whole-school level and has academic, behavioral, and societal benefits. Findings showed that principals are uniquely positioned to develop SEL-supportive cultures by providing a common vision, structural supports, and opportunities to increase long-term relationships. Principals utilized a variety of people and places to provide SEL for all students, with a strong emphasis on building relationships. The capacity of both school leaders and teachers plays an important role in providing SEL with fidelity. Principal's expressed a deepened understanding of the urgency of SEL. In light of limited pre-service training at both the teacher and administrative level, additional professional development is needed in this area as schools seek to address the whole child.

Social emotional learning (SEL), prevalent since the 1960's, is intended to meet the needs of the whole child (Collaborative for Academic, Social and Emotional Learning [CASEL], n.d.). Over the last three years, the effects of the Coronavirus (COVID-19) pandemic infiltrated society, and stressors during the pandemic created challenges for families and educators. At the beginning of the pandemic, students were disconnected physically from schools, and depending on the resources of schools and families, students had various modalities to connect with school. Extracurricular activities ceased at the beginning of the pandemic, and students lost access to mental health support, all impacting the SEL needs of students. As students returned to school in person, the SEL needs of students increased, and principals were faced with finding resources and strategies to meet those needs. Several research studies exist on the impacts of various models of SEL and trauma-informed practices, but there is little research on administrator perceptions of SEL. The purpose of this qualitative research study was to identify elementary school principal perceptions on the SEL needs of students, aligned to the CASEL framework, during the COVID-19 pandemic and to identify the resources and strategies needed and used to meet the SEL needs of students. Eight elementary school principals from one suburban school division in Virginia were interviewed. Elementary school principals reported environmental factors that may have increased self-management and relationship skill deficits for students. Using a variety of resources and strategies, elementary school principals have seen improvement in SEL needs of students when staff explicitly teach SEL. Elementary school principals desire more resources to meet the SEL needs of students but are faced with funding challenges and a lack of qualified candidates. To meet the SEL needs of students, it is recommended that school divisions work with local, state, and federal funding sources, as well as universities and colleges to provide additional support and resources. It is a moral imperative of elementary school principals to demand more support to meet the SEL needs of elementary students. / Doctor of Education / The purpose of this qualitative research study was to identify elementary school principal perceptions on the social emotional learning (SEL) needs of students, aligned to the CASEL framework, during the COVID-19 pandemic and to identify the resources and strategies needed and used to meet the SEL needs of students. The COVID-19 pandemic brought on sickness, death, anxiety, and depression while educational and family structures changed. Schools closed physically in the beginning of the pandemic, impacting the connectivity of students with one another and with teachers. Additionally, extracurricular activities ceased for some time, and students did not have the same consistent access to medical or mental health providers, all impacting the mental well-being of children. Families were also impacted economically and socially by the pandemic. As students returned to school in person, educators were challenged to meet the SEL needs of students during the COVID-19 pandemic. This research study investigated elementary principal perceptions on the SEL needs of students and examined the resources and strategies needed and used to support the SEL needs of students. Eight elementary school principals were interviewed from one suburban school division in Virginia. The elementary school principals reported an increase in the SEL needs of students and described a variety of resources and strategies used to support the SEL needs. While SEL needs are improving when elementary school principals and school staff focus resources and strategies to improve SEL deficits, the elementary school principals reported needing more resources to meet the SEL needs of students. Elementary school principals described challenges in funding and a lack of qualified candidates. To lessen those challenges, elementary school principals should demand more resources through local, state, and federal agencies to support the SEL needs of students.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) (2018) specified that "integrating SEL (Social-Emotional Learning) with instructional practices and academic content has become a growing priority" (p. 1). This priority originates from research that suggests SEL promotes positive student and long-term community outcomes, particularly in secondary schools. This canon of research, however, only reviews the outcomes of implementing purchasable curricula, not content-embedded SEL. The effectiveness of content-embedded SEL instruction, which comprises a large portion of how SEL is implemented at the secondary level (CASEL, 2018; Hart et al., 2013), cannot be effectively measured or predicted because there is little to no identified research regarding three essential factors: how teachers embed SEL, how teachers assess content-embedded SEL, and teachers' perceived readiness to embed SEL. The purpose of this research was to identify the methods secondary teachers indicate they use to implement and assess content-embedded SEL instruction and their perceived preparedness to do so. Educational leaders may be better able to evaluate the effectiveness of content-embedded SEL instruction and improve its implementation with this knowledge. Using a qualitative design, secondary teachers were interviewed to identify how they embed SEL into their instruction, how they assess SEL, and how prepared they perceive they are to deliver content-embedded SEL instruction. This research suggests that expectations for embedding and documenting SEL vary, but teachers appear to be implementing content-embedded SEL nevertheless. Furthermore, teachers recognize that pre-curated resources or lessons are provided to assist them in embedding SEL but appear to rely heavily upon their own teacher-created resources. Among these activities, teachers rely upon opportunities for reflection and choice and voice activities, but no one instructional strategy or manipulative was preferred overall. Teachers perceive student progress in SEL via observation of student behaviors, interactions, and responses both formally and informally. Regarding their preparedness to teach SEL, teachers perceive that their personal SEL proficiencies directly affect their abilities to teach them. Finally, teachers prefer experiential professional learning situations for SEL, and perceive that time to revisit and reflect in smaller, collaborative settings is an effective process for learning to implement SEL, including the use of specialists. / Doctor of Education / Social-Emotional Learning (SEL) is an improvement strategy that has gained popularity in the past decade. Results from research that suggest SEL develops beneficial student and long-term community effects have led to substantial efforts to spread SEL instruction, especially in middle and high schools. However, the research upon which these efforts are based only reviews the benefits of using purchasable programming, not SEL that teachers embed into their content. The success of content-embedded SEL, which makes up a large percentage of how SEL is employed in middle and high schools (CASEL, 2018; Hart et al., 2013), cannot be accurately measured or predicted because there is little to no identified information about three important factors: how teachers embed SEL, how teachers measure content-embedded SEL, and teachers' perceived readiness to embed SEL. The purpose of this research was to identify the methods middle and high school teachers indicate they use to embed and measure SEL and their perceived preparedness to do so. Educational leaders may be better able to measure the success of content-embedded SEL and improve its use with this knowledge. Middle and high school teachers were interviewed to identify how they embed SEL, how they measure SEL, and how prepared they perceive they are to embed SEL. This research suggests that expectations for embedding and recording SEL vary, but teachers still appear to be embedding SEL. Additionally, teachers understand that pre-curated resources or lessons are provided to assist them in embedding SEL but appear to rely more heavily upon their own resources. Among these activities, teachers rely upon opportunities for reflection and choice and voice activities, but no one teaching strategy was preferred overall. Teachers recognize student development in SEL via observation of their behaviors, interactions, and responses; they grade this development about half of the time. Teachers believe their personal SEL proficiencies directly affect their abilities to teach them. Finally, teachers prefer hands-on situations for learning how to embed SEL, and perceive that time to revisit and reflect in smaller, collaborative settings to be an effective process for learning to implement SEL, including the use of specialists.

This study explored the perspectives and lived experiences of urban youth in relation to Restorative Practices at a free public charter school in Los Angeles, California. This qualitative study used a series of semi-structured interviews with four high school students. This adaptable design allowed for the nature of questions to evolve and shift in accordance with emergent themes and patterns. After a detailed inductive analysis of the data, major themes emerged related to students’ aversion to punitive discipline, their preference for conversation-based Restorative Practices, and their desire to have more agency as school community members. Moreover, participants reported that they only felt trusting of a small handful of staff members, preventing consistent conflict-resolution practices and positive relationship building. This study’s findings indicate a need for changes to be made at the school, district, state, and federal level to halt the use of traditionally racist and punitive discipline practices and replace them with Restorative Practices and social-emotional education and support. Additionally, student voice needs to be included and acknowledged as an integral piece of meaningful decision-making in school settings.