Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donald Yarosz

Abstract

Empirical evidence from researchers suggested that socioemotional learning is essential to academic success, reducing negative behaviors, and building confidence and resilience. The problem explored in this basic qualitative study was that Grade 3 teachers in Title I schools were not adequately equipped to handle African American students’ socioemotional and mental health needs. Guided by Seligman’s positive emotion, engagement, relationships, meaning, and accomplishments theory, the purpose of this qualitative study was to explore the perceptions of 10 local district Title I Grade 3 teachers regarding the challenges they face, and support they need to provide adequate socioemotional and mental health interventions for low-income African American children. Research questions examined participants’ perceptions of the challenges faced with implementing socioemotional learning and the supports they need to teach socioemotional education effectively. Grade 3 Title I teachers completed semistructured interviews using Zoom. Data were analyzed looking for patterns to produce codes, categories, and themes. Using Saldaña’s 3-cycle coding process, 51 codes were collapsed into 11 categories. Three themes emerged to answer the research questions: challenges with using more than curriculum and program to support African American students, shared experienced setbacks with teaching socioemotional learning, and district leaders’ consideration of using cultural experiences to support teachers’ culturally relevant approaches. Findings from this study can be used to create positive social change by considering the perceptions of Grade 3 teachers for local district leaders to effectively tailor to the socioemotional needs of African American students.

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