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ERIC Number: EJ1121275
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: EISSN-2073-7629
Teachers' Voices on Social Emotional Learning: Identifying the Conditions That Make Implementation Possible
Martinez, Lorea
International Journal of Emotional Education, v8 n2 p6-24 Nov 2016
There is increasing evidence that addressing children's social and emotional needs has a positive impact on students' performance, their attitudes about school and the relationships that take place in educational settings. This study is focused on identifying the conditions that support teachers' development and implementation of Social Emotional Learning (SEL) programs and practices. Using a practitioner-driven methodology, action research, the staff of a high performing charter school in a disadvantaged urban community in California (United States) engaged in an inductive process of reflection and action to address students' social and emotional needs. The findings in this research highlight the positive impact that implementation of a school-designed SEL intervention had on students, and on teachers' practices. Teachers' commitment was necessary to ensure initial engagement, while curricular and organizational resources were needed to maintain implementation in the long term.
Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A