Date of Award

Spring 2-19-2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Shelly Fransen

Second Advisor

Dr. Randy Caffey

Third Advisor

Dr. Tina Spencer

Abstract

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL) (2018) and the National Conference of State Legislatures (NCSL) (2018), only eight states have kindergarten through 12th-grade learning goals to articulate what students should know and be able to do socially and emotionally. Another 16 states have standards for social and emotional development for early elementary students (CASEL, 2018; NCSL, 2018). Researchers have suggested teaching social and emotional learning skills early in life to foster successful and productive citizens beneficial to their communities (CASEL, 2018). Jones and Doolittle (2017) recommended incorporating social and emotional learning into state educational standards to address the integration of thinking, emotions, and behavior in ways that lead to positive school and life outcomes. Zinsser (2015) claimed state standards indicate the importance and value of social and emotional competencies. This study was designed to identify competencies of social and emotional learning, describe the benefits of teaching social and emotional skills in school, analyze the perceptions regarding the impact of social and emotional learning skills on academic achievement, investigate the perceptions of kindergarten through third-grade teachers and counselors, and inform future policy. The study revealed social and emotional learning skills are perceived to yield positive benefits to students and teachers. The data indicated the whole-child approach to education is a vital component of academic achievement. Social and emotional learning skills were found to foster a positive school culture, establish healthy relationships, improve academic achievement, and provide long-term success.

Rights

Copyright 2021

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