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ERIC Number: EJ1165849
Record Type: Journal
Publication Date: 2018-Jan
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1532-8759
Exploring the Perceived Benefits and Limitations of a School-Based Social-Emotional Learning Program: A Concept Map Evaluation
Haymovitz, Ethan; Houseal-Allport, Pia; Lee, R. Scott; Svistova, Juliana
Children & Schools, v40 n1 p45-54 Jan 2018
Schools today are faced with the challenge of equipping students with the skills they need to succeed in life outside the classroom while also teaching the academic material required. More often, teachers are called on to establish environments in which students learn social and emotional skills alongside academics. With increased recognition that punitive models of school discipline have a negative impact on school culture and on students' individual growth, schools are tasked with designing positive alternatives to improving school engagement and culture. Social Harmony teaches K-8 school communities the skills necessary to promote social-emotional learning and address conflict through restorative methods, a model that is gaining traction. After three years of implementation in a small private school, authors conducted a study that involved 32 students, faculty, and parents in a community-based, concept mapping procedure to articulate perceived impact. Participants reported an observable impact on faculty productivity, student well-being, peer relationships, and school climate. Lessons learned include the need for strong, consistent, and sustainable leadership and stronger parental inclusion, which may best be guaranteed by school social work professionals. The article concludes with a discussion of implications of the findings and recommendations.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A