Social emotional learning : an examination of teacher perception, knowledge, and practices used in the classroom, 2024

Social-emotional learning (SEL) forms the cornerstone of an educational environment that nurtures and supports students, facilitating their academic success and fostering resilience for lifelong growth (Weissberg, 2016). There is consistent evidence that is influenced by educators’ beliefs and attitudes regarding its integration to the curriculum (Durlak et al., 2011). This qualitative study explored teachers’ perceptions, understanding, and implementation of SEL practices within the classroom, building on the Ecological Systems Theory to better understand how these factors influence the success of SEL. Survey results examined differences in perceptions across grade levels revealing that while teachers recognized the importance of implementing SEL practices, they often lacked confidence, access to professional learning opportunities, and effective integration within daily instruction. Interviews with teachers provided further insight, revealing that while teachers are incorporating SEL, the frequency of implementation varied. Many teachers also expressed difficulties in doing so, citing a lack of confidence in their abilities and resources. These findings will assist educational leaders in developing a more effective approach to integrating SEL across the curriculum and in planning relevant professional development opportunities.