Date of Conferral

8-13-2026

Date of Award

August 2026

Degree

Ph.D.

School

Education

Advisor

Caroline Crawford

Abstract

The problem addressed in this study was that research on social emotional learning (SEL) has largely focused on student outcomes, program effectiveness, and implementation practices, but limited research has examined kindergarten classroom educators’ perceptions of implementing SEL. Grounded in the Collaborative for Academic, Social, and Emotional Learning framework, the purpose of this study was to explore kindergarten classroom educators’ perceptions of SEL implementation. For this basic qualitative design, semistructured interviews with nine kindergarten educators who had at least 1 year experience implementing SEL were conducted. Through thematic data analysis the following five themes emerged: Educators noted (1) that SEL is a foundation for student development; (2) that SEL should be integrated throughout the school day; (3) that intentional support is essential for effective SEL implementation; (4) that challenges influenced SEL implementation; and (5) that educators remained committed to implementing SEL despite those challenges. The findings indicated that educators viewed SEL as an important part of kindergarten instruction and described integrating SEL throughout the school day while identifying training, schoolwide consistency, family involvement, and ongoing support as factors that influenced implementation. The potential for positive social change may be realized by informing educational leaders’ decisions regarding the SEL implementation, strengthening support for kindergarten educators, and contributing to educational practices that help children develop the social and emotional foundations for lifelong learning, responsible citizenship, and meaningful participation in society.

Download

Share

 
COinS