Benefits and Barriers-Teachers Perceptions of Social Emotional Learning (SEL) Curriculums

Research Questions

Which social-emotional characteristics from teachers promote social emotional intelligence?

How are supports implemented for SEL programs associated with teacher’s psychological health and workplace experiences?

How are teacher beliefs and advocacy intentions related to SEL programs?

How to expand mental health resources in rural areas with scarce resources?

What are the critical components and challenges for teacher’s implementing SEL curriculums?

Is the teacher’s SEL Belief Scale designed in the US adoptable in low-income countries?

How does a teacher's perception of emotional intelleingence effect students' emotional and behvaiorail difficulties

What is SEL? How can it be defined?

Process to acquire social-emotional skills

Ability to recognize emotions and the emotions of others

Demonstrating social awareness and empathy

Forming and maintaining positive relationships

Making responsible choices

Benefits of SEL

Topics of SEL

Self-control

Increase social and cognitive development for adults and children

Social adjustment/transition

Decreased behavioral issues

Increase mental health awareness

Increased academic ability

Relationship building skills

Problem solving

Self-awareness

Self-management

Responsible decision making

Social awareness

Work Conditions - influence teacher/student relationships

Workplace relationships

Workplace climate

Perceptions of support

Job satisfaction

Turnover rate

School culture with a history of little collaboration

Belief in prioritizing academic vs nonacademic skills

School policies and procedures

Negative climates causing significant distress

Level of support received when dealing with a child’s challenging behavior

varying licensing requirements for support staff, continuing education credits

Growing Need for SEL

Increase in internalizing behaviors ie. Anxiety, sadness, social withdrawal, fear

Increase in externalizing behaviors ie. Overactivity, impulsivity, noncompliance, aggression, anger outburst

Program level of Implementation

Influences schools have on development

Teacher acceptability

Training resources related to SEL

Adequate professional development to start and ongoing trainings. Preservice and In-service training

Sampling activities/games

Small group activities

Role-play

Video descriptions

Small/large group descriptions

A review of each standard

Train the trainer programs

Ongoing mentoring and coaching

Top – down approach- districts value of emotions instills intuitions level of awareness.

Provide developmental benchmarks

Create consistency and communicate priorities

People who have the power to implement often have little to no education on mental health

Budget concerns, districts access to resources

Implementation barrier- limited resources with budget and competing priorities, community knowledge of mental health needs, personal beliefs, social stigmas around mental health

Move away from the reactive and recovery mindset to preventive and proactive mind shift is required for success

Improve stake holders understanding and awareness

All members of the staff (teachers, support staff, bus drivers, admin should have some level of training in mental health awareness)

Levels of support

Individual – in classroom or through pull-out

Whole classroom routines/lessons

Parent/ home routines

Specific plans for students with special needs for home or at school

Age-appropriate, or grade-level specific curriculum to meet needs effectively

Want a collaborative relationship with someone to assist in the implementation of the lesion

Higher level of support and knowledge from administration

Professional development around student race, socioeconomic status, language, and all other multicultural factors

Teachers want to learn organization skills, impulse control, behavior self-management skills

Barriers

More time to focus on SEL

Teacher burn out

More support from parents reinforcing values/lessons

SEL not fitting into the culture of the classroom

Program consistency

Cultural relevance- activities/stories that mirrored the experiences of the students in the specific classroom

Cultural- relevancy will increase teacher, student and family buy in.

Childhood adversity and disease on various countries effects students school performance

Family stressors- neglect, family substance abuse, family violence, adult mental illness, various level of education among the adults, lack of access to healthcare

Countries with low-income and low social support with gender biases experience more challenges

Unique school challenges and demographics

Teacher’s mental health

Personal Well-Being

Intrapersonal Factors

Personal perception of own emotional wellness

Understanding use of emotions and delivery of emotional expression

Perceived level of importance of SEL and emotional intelligence

Classroom management skill level

Students have more success when the teacher has a higher level of emotional intelligence and awareness. Closer teacher-student connection

Teacher’s level of commitment to improving their own emotional intelligence effected the outcome of the SEL within the classroom

Ability to secure a psychologically secure classroom environment

Teachers who are emotionally overwhelmed are less effective educators

Teachers need to be able to manage their physiological arousal in healthy ways to not detract from their relationships with students and coworkers

Stress is associated with poor quality social interactions

High levels of stress cause less supportive reactions to a child’s negative behaviors

Student’s with a teacher who is depressed have less academic and social/emotional gains than students with a teacher who is not depressed.

Effects implementation, longevity, effective adoption

Grade Level

Grade level differentiating – the higher the grade level the less likely to implement as teacher’s beliefs and intentions with SEL curriculum changes and is not a factor as state tests and core curricula becomes a greater factor.

The higher the grade the more students and potential for greater behaviors and less support

Areas for more Research

How to adapt SEL to meet the needs and demands of varying grade levels, varying levels of experience?

How to reduce/eliminate/address gender stereotypes and expectations within an educational system on delivery of a curriculum?

Studies on children’s emotional well-being with a teacher who is depressed.

Promotion of SEL in the classroom

Encourages positive interactions with teachers and between students

Promotes student’s strength

Motivates

Promotes cooperation

Demonstrates appropriate emotional regulation

Promotes healthy conflict resolution

Teaches effective communication

Teacher level of experience

The newer the teacher the less likely to perceive SEL as significant and less likely to implement

Seniority influences perceived creditability for implementation

Gender biases/norms/expectations are associated with the delivery of SEL in the classroom

Males independent and less likely to deliver SEL with less expectation to be successful at SEL

Females are assumed a more care-giving role with higher expectations to deliver and be successful at SEL