Abstract
This study explores how US secondary schools partner with families and their local communities to increase student social-emotional learning (SEL). SEL is the process through which students acquire tools to develop healthy identities, manage emotions, achieve personal and collective goals, sense emotions, establish and maintain supportive relationships, and make responsible and caring decisions. Extant research supports the positive effects SEL on student academic achievement, targeted student social-emotional competencies, and attitudes about self, others, and school, as well as increases in prosocial behaviors and decreases in conduct activity. Through case study research, based on 15 interviews with a diverse set of US secondary school educators.
Presenters
Isaac HubbardStudent, PhD in Educational Leadership, Research, and Policy, University of Colorado Colorado Springs, Colorado, United States Sylvia Mendez
Professor and Chair, Leadership, Research, and Foundations, University of Colorado Colorado Springs, United States
Details
Presentation Type
Theme
Educational Organization and Leadership
KEYWORDS
Social-Emotional Learning, Professional Learning Communities, Community Partnerships, Teacher-Student Relationships
