Date of Award

4-2026

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Roger Mitch Nasser Jr.

Second Advisor

Robert Steffes

Third Advisor

Kevin Winslow

Abstract

The study, The Impact of Social-emotional Learning on Intermediate Grade Levels, examined the perceived impact of social-emotional learning on the five core CASEL competencies. This included: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The study was a mixed methods design using qualitative research methods of surveys and interviews to analyze the teachers’ perceptions on the impact of social-emotional learning. Quantitative analysis reviewed attendance and discipline data to determine the impact of social-emotional learning on these factors. Teachers’ perceptions, coupled with and compared to the quantitative component of change in discipline infractions and daily attendance, offer great insight into the gaps in beliefs and reality. The study explored attitudes and behavior and their connection to misconceptions, highlighting the thoughts and feelings analyzed in relation to numerical data.

The findings of the study concluded that teachers perceive an impact on the five core CASEL competencies after social-emotional learning instruction was implemented. This was indicated in survey responses and in interviews with teachers. The quantitative analysis did not find a significant difference in attendance or discipline overall. However, there was a significant difference noted in discipline in the month of October, and several discipline trends were noted. Continued research for longer durations should be considered for future research. Additionally, primary grades and secondary grades should be included in future studies in order to have a larger scope and understanding of the impact of social-emotional learning instruction.

Research Highlights

The Problem: The research addresses growing adolescent mental health concerns and the need to evaluate the perceived and actual impact of social-emotional learning (SEL) instruction on student behavior and attendance. 

The Method: The study utilized a mixed-methods design involving 5th and 6th grade teachers and approximately 400 students at Dorris Intermediate School in Collinsville, Illinois, comparing pre-intervention data (September–December 2024) to post-intervention data (September–December 2025) following the implementation of the PATHS curriculum. 

Quantitative Finding: Statistical analysis via t-tests showed significant increases in perceived CASEL competencies, including self-awareness and self-management (t=5.95, p<.001), relationship skills and social awareness (t=4.45, p<.001), and responsible decision-making (t=2.96, p<.004); however, z-tests for 11 out of 12 discipline metrics and all attendance metrics failed to show a significant decrease. 

Qualitative Finding: Teachers perceived positive growth in all five CASEL competencies, specifically noting 90% and 82% increases in student proficiency for interpersonal problem-solving and goal-setting strategies, respectively; participants reported improved classroom environments with students being less reactive and more comfortable expressing feelings.

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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