Improving School Readiness for a Social Emotional Learning Curriculum: Case Study of a School-Mental Health Agency Partnership

Autor/inn/en	Thierry, Karen; Vincent, Rhonda; Norris, Karen; Dawson, Oatanisha
Titel	Improving School Readiness for a Social Emotional Learning Curriculum: Case Study of a School-Mental Health Agency Partnership
Quelle	In: Journal of Research in Childhood Education, 36 (2022) 3, S.483-505 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2021.1960938
Schlagwörter	Readiness; Elementary Education; Trauma; Social Emotional Learning; Needs Assessment; Mental Health; Institutional Cooperation; Capacity Building; Partnerships in Education; School Community Programs; At Risk Students; Educational Environment; Classroom Environment; Leadership Responsibility; Elementary School Teachers; Principals; Professional Development; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Elementarunterricht; Bedarfsermittlung; Psychohygiene; Institute; Co-operation; Cooperation; Institut; Kooperation; Hochschulpartnerschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenklima; Unterrichtsklima; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter
Abstract	This case study examined the first two years of adult preparation or "readiness" for an elementary school's adoption and implementation of a trauma-informed, social emotional learning (SEL) universal curriculum. SEL programming served as a key lever for improving the academic growth and achievement of students over a 3-year period. The primary objective of the current study was to identify the process used to increase the school's capacity for implementing and sustaining an SEL program. Study 1 examined the utility of a needs assessment conducted in year 1 as a measure of school readiness, which included a leadership questionnaire, observations of school/classroom climate, and focus groups with school community leaders and teachers. Results informed school strengths and key areas for improving capacity to support an SEL program, including indicators of positive climate, expertise-building among teachers and staff, aligning resources and disciplinary policies, and identifying SEL standards. This information guided the types of professional development implemented in year 2. Using artifact review and focus groups, study 2 examined whether the year 2 professional development assisted in improving the targeted school capacities. Most areas indicated improvement, and the changes are likely critical first steps for effectively implementing and sustaining an SEL program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01