Date of Conferral
8-14-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Lynne Orr
Abstract
Teachers in a Midwestern U.S. school district faced persistent challenges in implementing social-emotional learning (SEL) strategies and responding effectively to students’ SEL needs. Framed by the SEL core competencies from the Collaborative for Academic, Social, and Emotional Learning, the purpose of this basic qualitative study was to explore the experiences of the district’s elementary teachers when addressing student needs through SEL and what supports are needed to better support students. Data were collected via semistructured interviews with 10 certified elementary teachers in the district with SEL experience. Thematic analysis, using a priori and open coding resulted in five themes that encompassed the experiences of participants and the needs they identified. These themes included teachers’ (a) struggles with classroom management while applying SEL, (b) challenges in supporting students who lack appropriate developmental and SEL skills, (c) need for community-building strategies and supportive resources, (d) lack of specific training and supports when teaching SEL in the classroom, and (e) need for differentiated and student-centered SEL strategies. Based on the findings, a 3-day training was developed. The training may contribute to positive social change by providing district educators with valuable insights to promote positive student relationships and support students’ psychological well-being and academic performance.
Recommended Citation
Barba, Yolanda, "Elementary Teachers’ Experiences With Addressing the Social Emotional Needs of Students" (2025). Walden Dissertations and Doctoral Studies. 18277.
https://scholarworks.waldenu.edu/dissertations/18277
