Abstract
The following case study demonstrates how one high school Social Studies teacher embedded social emotional learning (SEL) into content and classroom management practices for eight years at a large urban school in the American Southwest. The collected data (e.g., teacher reflections, student reflections) provide a variety of viewpoints around how SEL influenced the teacher and student experience. Through collective analysis, this study's qualitative data contributes to new understanding of the importance of social, emotional, and academic development practices in high schools for students and teachers, especially around supporting classroom safety, mental health, and wellness.
TopIntroduction
There is a crisis in America; a national concern for wellness and safety in schools. Increases in youth gun violence, suicides, substance abuse and over-doses (National Institutes of Health, 2020), increases in violence and crime rates (National Coalition Against Domestic Violence, 2020), and increases in mental health concerns such as depression, apathy, anxiety, fear, feelings of being overwhelmed, and hopelessness (National Alliance on Mental Illness, 2020), demonstrate a hurting populous within struggling educational systems. According to the Anxiety and Depression Association of America (2020), Anxiety disorders affect 25% of children between ages 13 and 18 years and research demonstrates that untreated anxiety disorders contribute to children becoming higher risk to perform poorly in school, miss out on important social experiences, and engage in substance abuse. (Anxiety and Depression Association of America, 2020). Moreover, increasing youth social media addictions and screen-time usage contributes to withdrawn behaviors and feelings of depression (Hurley, 2020; Maker, 2018).
To help address these harmful stressors, schools can provide safe and predictable learning environments with positive, nurturing adult relationships who actively participate in explicit and culturally responsive social-emotional learning activities (EducationLinks, 2018). As demonstrated by more than twenty-five years of research, culturally responsive social-emotional education contributes to safer, healthier, more equitable, and successful educational environments and student outcomes (Cantor et al., 2018; Jones & Kahn, 2017; Kerr, Madden-Dent, & Shalabi, 2020; Madden-Dent, 2021; Osher et al., 2018; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Taylor et al., 2017). Furthermore, SEL education is linked with decreases in unhealthy behaviors, mental health issues, and drop-out rates (Kautz, Heckman, Diris, Bas ter Weel, & Borghans, 2014).
Beyond the student experience, teachers and student support professionals also face high stress levels and adversity (Cipriano & Brackett, 2020). According to the American Federation of Teachers Educator Quality of Work Life Survey (2017), 61% of teachers indicated that their jobs were always or often stressful and 58% of respondents cited poor mental health as a result of that stress. As with the benefits of SEL support for students, studies have found that educators who practice social-emotional and mindfulness interventions experience a reduction in stress, anxiety, emotional exhaustion, improved attention, engagement, emotional regulation, and reduction in burnout (Flook, Goldberg, Pinger, Bonus, & Davidson, 2013; Patti & Tobin, 2003; 2005). Moreover, educators who practice and model regular SEL skills enhance self-efficacy, job satisfaction, and professional identity development (Arroyo, 2021; Elias et al., in press; Jones & Weissbourd, 2013), are less likely to report burnout (Brackett et al., 2010), and have higher levels of relational trust with their peers at work (Bryk & Schneider, 2002; Madden-Dent, Jackson, & Cason, 2021).
Key Terms in this Chapter
Relationship Skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.
Responsible Decision-Making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.
Cultural Responsiveness: Refers to the process of developing awareness of the significance of our students’ backgrounds (including historical context), then intentionally integrating their customs and values into our curriculum, instruction, and school environment (Rose, Leverson, & Smith, 2020).
Culture: Sets of socially transmitted ways of thinking, feeling, interacting, and communicating through shared value in traditions and customs distinguishing members of one organization from another (Hofstede, 2001, Kluckhohn, 1951; Lustig & Koester, 2003; Wohl, 2012).
Social-Emotional Learning (SEL): A lifelong process through which all people learn and apply culturally responsive, “knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, make responsible and caring decisions” (CASEL, 2020).
Self-Management: The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation & agency to accomplish personal/collective goals.
Social, Emotional, and Academic Development (SEAD): The integration of social-emotional learning (SEL) and academics that reinforces equitable and human-centered educational environments (Aspen Institute, 2019).
Social Awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, & contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.
Self-Awareness: The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.