EXAMINING EDUCATIONAL SYSTEM DESIGN AND THE IMPACT OF SOCIAL EMOTIONAL LEARNING ON STUDENT ACHIEVEMENT
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2021-12
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Abstract
This dissertation study gathered quantitative and qualitative data, as well as extensive
research examining educational system design and the impact of Social Emotional Learning (SEL) on high school student achievement. The primary research question of the study asked How does educational system design embed and measure Social Emotional Learning (i.e., instruction and support to include self-awareness, social awareness, growth mindset, and self-efficacy) that improves student wellbeing and student achievement? The secondary research question inquired Does SEL impact the wellbeing of marginalized students at the same rate as the general population of students?
Quantitative secondary data obtained from student responses to a district-wide social-
emotional well-being survey were utilized to illustrate student perceptions of social-emotional learning, student achievement, and school. The impact of SEL on student achievement cannot be precisely measured, however, examining how an educational system incorporated SEL into the district’s comprehensive plan proved to be an indicator of a coherent, student-centered, educational system design. Qualitative interviews of site level stakeholders were conducted using collective case study interview protocol to gather perspectives of system design and program implementation as they relate to the impact of SEL on student achievement. The goal of interviewing site level stakeholders was to gather perspectives from those serving and being served within the high school community to determine how they have experienced SEL contributing to student achievement and who they felt was responsible for teaching and learning SEL. Identifying exactly how SEL is being taught and which experiences participants thought were most helpful for student achievement was the result.
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