Abstract
Social-emotional learning has shown distinction as strengthening students' social and emotional competencies, as well as enhancing the academic experience. The purpose of this study was to determine if the implementation of a social-emotional curriculum would improve competencies in social-emotional development and self-regulation skills. Students need adequate social and emotional instruction that will assist in being able to manage relationships, identify emotions, as well as regulate them. The focus of social-emotional learning is to create a fair learning environment for all students (Cipriano et al., 2022). Lack of social and emotional skills instruction in the classroom can severely impact the development of these skills. This study took place in a first grade classroom, focusing on a small group of four students. Data was collected from a pre and post test during the study, daily emotion check-in’s, and anecdotal notes from the teacher. The reason for these data collection methods was that they were simple and easy for the students to participate in, and allowed the data to be an accurate reflection of the students' learning and participation in the study. All students stayed at the same learning level or showed positive growth throughout the study. Through data collection and analysis three major themes emerged from this research: inability to self-regulate, being able to name feelings, and negative peer interactions.
Recommended Citation
Rippe, Jordyn
(2025)
"Implementation of Social-Emotional Learning,"
Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 10:
Iss.
1, Article 3.
Available at:
https://digitalcommons.unomaha.edu/ctlle/vol10/iss1/3