Abstract
Social-emotional learning (SEL) for students plays a crucial role in student success and well-being. This research investigates the challenges in social emotional development among students in the post-pandemic learning environment, specifically for a charter school in Southeast Los Angeles. According to the National Center for Education Statistics, 87% of public schools have reported the negative impact distance learning had on social emotional development. The literature review discusses the already existing research supporting the idea that implementing SEL has positive benefits for students' well being and success. With schools now completing their second year back in person, the need to continue developing social-emotional skills is crucial. I used this research to create an intervention that incorporates weekly goals and daily reflections to address three targeted areas; problem-solving, relationship building, and empathy. Intervention methods focus on weekly goals through community meetings and role playing scenarios. Progress was measured through a series of qualitative and quantitative data collection tools, including self-reflection, personal goal setting, and the collection of reported classroom incidents. The data concludes that Universal Design within SEL is effective in developing social skills as it provides opportunities for self-regulation. Post intervention data indicated that students increased their understanding of empathy, yielding a drop in classroom incidents, which then optimized instructional time. However, ongoing support and multiple intervention rounds are needed to ensure sustained progress. The findings offer insight for educators, emphasizing the need for SEL practices that are relevant, consistent, and inclusive for all students in the post-pandemic learning environment.
Author Information
Jenna Escobedo, Alder Graduate School of Education, United States
Paper Information
Conference: IICE2024
Stream: Educational Research
This paper is part of the IICE2024 Conference Proceedings (View)
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To cite this article:
Escobedo J. (2024) Strengthening and Supporting Social Emotional Development ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2024.12
To link to this article: https://doi.org/10.22492/issn.2189-1036.2024.12
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