SOCIAL-EMOTIONAL LEARNING IN ELEMENTARY SCHOOL: BUILDING CONSENSUS AMONG KINDERGARTEN TEACHERS

Abstract

Elementary school educators are responsible for supporting the development of the whole child, which includes both academic instruction in subjects such as reading, writing, and math, and supporting the development of social-emotional learning (SEL) skills. Research from the Committee on Academic, Social, and Emotional Learning (2008b) links SEL instruction to positive student outcomes, including increased academic motivation, improved cognitive test performance, and enhanced self-control as reported by teachers. Hawkins et al. (2008) found that students with greater social-emotional competence are more likely to graduate from high school and be college and career ready. Additionally, CEOs from leading U.S. companies have reported that individuals entering the workforce often lack basic employability skills such as the ability to effectively communicate, work in a team, and solve complex problems (Business Roundtable, 2017). In the school district that served as the focus of this study, there is no comprehensive or systematic SEL implementation plan at the elementary level. Although teachers are expected to provide quarterly Learning Behavior grades, the processes for assessing SEL skill development are inconsistent. This aim of this study was to ensure a shared understanding among elementary educators about what SEL entails and how to accurately and consistently report student progress. This qualitative study explored the knowledge and practices of kindergarten teachers related to SEL, with a focus on two Learning Behaviors—Interpersonal Skills and Collaboration. Twelve kindergarten teachers participated in focus groups, sharing insights about their understanding of SEL and their current approaches to instruction, assessment, and grading. Thematic analysis of the focus group transcripts revealed inconsistent understanding of SEL, a lack of clarity about what behaviors indicate skill attainment, and inconsistency in data collection or grading practices. Findings suggest that the district should consider reviewing its current SEL efforts to move towards a more comprehensive, systemic implementation model. Professional learning opportunities focused on building a shared understanding of SEL and establishing consistent assessment and grading practices would enable teachers to more accurately communicate student progress to families and other stakeholders.