Date of Award
Spring 1-21-2025
Degree Type
Dissertation
Degree Name
EdD Education Leadership, Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Randall Clemens, Ph.D.
Committee Member
Daniel Gutmore, Ph.D.
Committee Member
Kyle Schimpf, E.d.D
Keywords
social emotional learning, competency skills, indicators, and content area
Abstract
This qualitative study examines the implementation of Social Emotional Learning (SEL) in two high-performing high schools in New Jersey. SEL, as defined by CASEL, involves fostering competencies such as self-awareness, social awareness, relationship skills, selfmanagement, and responsible decision-making, contributing to students’ academic, social, and emotional development. Despite its recognized benefits, the district faces challenges in consistently and effectively implementing SEL at the high school level. The primary goal of the study is to identify opportunities and barriers to engaging educators in implementing SEL with fidelity at the high school level. This focus stems from the district’s commitment to and recognition of SEL’s long-term benefits, including academic success, improved mental health, and social adaptability. The study is guided by CASEL’s theoretical framework, which emphasizes integrating SEL into education through its five core competencies. CASEL's Theory of Action outlines a structured approach, including building foundational knowledge, professional development for educators, promoting SEL for students, and continuous improvement through data analysis. These principles shape the study's exploration of the high school educators' perceptions and practices. The research employs a qualitative case study design, gathering data through voluntary anonymous questionnaires and semi-structured in-depth interviews with high school teachers across the nine content areas. The case study approach allows for a detailed examination of the natural setting of SEL implementation. The questionnaires and interviews focus on understanding teachers’ perceptions of SEL competencies, classroom practices, and the support needed for an effective implementation.
The study has significant implications for improving SEL implementation at New Jersey high schools, potentially benefiting over 10,000 students and over 1,000 educators. By identifying strengths and development needs in SEL practices, the study aims to enhance the district’s commitment to the “whole child” approach. Insights from the study could serve as a model for other districts navigating similar challenges, contributing to broader efforts to integrate SEL in education at the high school level. Key outcomes for students of effective SEL implementation include higher academic achievement, reduced behavioral issues, and improved mental health. For educators, the study highlights the importance of professional development, consistent practices, and a supportive infrastructure. This research seeks to promote a cohesive SEL strategy that aligns with the school district’s strategic goals and provides lasting benefits for students and staff.
Recommended Citation
O'Brien, Megan, "Understanding the Teacher Implementation of Social Emotional Learning at a Suburban High School" (2025). Seton Hall University Dissertations and Theses (ETDs). 3227.
https://scholarship.shu.edu/dissertations/3227
