Date of Conferral
10-26-2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Ajay Das
Abstract
The problem that this study investigated was that special education high school teachers (SEHSTs) struggled with implementing social emotional learning (SEL) into their teaching of core subjects in Maryland high schools. The purpose of this basic qualitative study was to explore SEHSTs’ perceptions of the challenges with implementing SEL into core subject areas. The conceptual framework that grounded this study was Argyris and Schon’s theory of action. Using a basic qualitative design, 10 SEHSTs participated in semistructured interviews. Participants were Maryland licensed high school special educators with a range of experience in teaching co-taught classes. Coding and thematic analysis were conducted for data analysis. Eight themes emerged, indicating challenges with SEL implementation and desired resources. Participants identified a lack of teacher understanding of district expectations, a lack of availability of resources, and negative teachers’ perceptions as challenges. Professional development (PD) around SEL implementation was the most requested resource. In response to the findings, the three-day PD plan was developed. This study may contribute to social change by providing a structured PD plan focused on strengthening SEL implementation in high school core subject classrooms.
Recommended Citation
Young, Ebonye, "Special Education High School Teachers’ Challenges with Implementing Social Emotional Learning" (2025). Walden Dissertations and Doctoral Studies. 18584.
https://scholarworks.waldenu.edu/dissertations/18584
