The Kids are Not Alright: Teachers' Experiences with Social and Emotional Learning
Type of Presentation
Paper
Location
University Library - D2401C
Start Date
4-17-2024 10:00 AM
End Date
4-17-2024 10:30 AM
Description of Program
This phenomenological study examines how five elementary teachers in three Southland districts, all serving predominantly Black and Latinx students, perceive their experiences as they navigate their students' needs, the expectations to teach and practice social and emotional learning, and the constraints of the school day.
Abstract
Educators and parents routinely share their concerns about increasing rates of depression, disconnection, and misbehavior among school-age children. Like many states, Illinois has codified language in which teachers are expected to teach social and emotional learning (SEL) standards and to use SEL-informed practices in their daily instruction. Educational and psychological research supports the multiple benefits of SEL instruction and trauma-informed practices for students’ academic growth, personal well-being, and readiness for college and careers. However, districts are responsible for deciding which curricula and support to provide their teachers, and SEL is competing with tested content such as English Language Arts (ELA) and math for time in the instructional day. As a result, in some schools teachers are handed their SEL curriculum in a binder with no further formal guidance, while in other schools teachers receive multi-day intensive training in best practices. This phenomenological study examines how five elementary teachers in three Southland districts, all serving predominantly Black and Latinx students, perceive their experiences as they navigate their students' needs, the expectations to teach and practice SEL, and the constraints of the school day.
Presentation File
wf_no
The Kids are Not Alright: Teachers' Experiences with Social and Emotional Learning
University Library - D2401C
Educators and parents routinely share their concerns about increasing rates of depression, disconnection, and misbehavior among school-age children. Like many states, Illinois has codified language in which teachers are expected to teach social and emotional learning (SEL) standards and to use SEL-informed practices in their daily instruction. Educational and psychological research supports the multiple benefits of SEL instruction and trauma-informed practices for students’ academic growth, personal well-being, and readiness for college and careers. However, districts are responsible for deciding which curricula and support to provide their teachers, and SEL is competing with tested content such as English Language Arts (ELA) and math for time in the instructional day. As a result, in some schools teachers are handed their SEL curriculum in a binder with no further formal guidance, while in other schools teachers receive multi-day intensive training in best practices. This phenomenological study examines how five elementary teachers in three Southland districts, all serving predominantly Black and Latinx students, perceive their experiences as they navigate their students' needs, the expectations to teach and practice SEL, and the constraints of the school day.