The Impact of Social-Emotional Learning on Student Engagement
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-12-2025 11:15 AM
End Date
4-12-2025 12:15 PM
Abstract
Ensuring that students are consistently engaged throughout an entire day in the classroom is one of the most complicated tasks that teachers must monitor, despite it also being one of the most important. With Social Emotional Learning (SEL) becoming more prevalent in the classroom, new engagement strategies are beginning to be discovered. SEL is defined as “the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions; developing caring and concern for others; making responsible decisions; establishing positive relationships; and handling challenging situations capably” (Zins & Elias, 2006, p. 234). It has been proven by other researchers that SEL is essential for lifelong success, and reduces the risks of poor adjustment, unsuccessful relationships, violence, substance abuse, and general unhappiness (Elias et al., 1997; Zins, Weissberg et al., 2004; Zins & Elias, 2006). Previous research emphasizes the importance of SEL for all students, regardless of background, when it comes to their education, but also their future. This self-study examines how the implementation of SEL impacts student engagement and learning experience during the school day. Data was collected utilizing student observations, student surveys, and personal reflections throughout lessons or methods of SEL. The self study was completed in a second grade classroom with thirteen students, all attending school in a low-income area. The results generally support previous research, finding that the more SEL that is implemented throughout the day, the further that student engagement levels will increase. The outcome of this study will increase understanding of prior research done regarding SEL and its impact on students.
The Impact of Social-Emotional Learning on Student Engagement
CNS Atrium
Ensuring that students are consistently engaged throughout an entire day in the classroom is one of the most complicated tasks that teachers must monitor, despite it also being one of the most important. With Social Emotional Learning (SEL) becoming more prevalent in the classroom, new engagement strategies are beginning to be discovered. SEL is defined as “the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions; developing caring and concern for others; making responsible decisions; establishing positive relationships; and handling challenging situations capably” (Zins & Elias, 2006, p. 234). It has been proven by other researchers that SEL is essential for lifelong success, and reduces the risks of poor adjustment, unsuccessful relationships, violence, substance abuse, and general unhappiness (Elias et al., 1997; Zins, Weissberg et al., 2004; Zins & Elias, 2006). Previous research emphasizes the importance of SEL for all students, regardless of background, when it comes to their education, but also their future. This self-study examines how the implementation of SEL impacts student engagement and learning experience during the school day. Data was collected utilizing student observations, student surveys, and personal reflections throughout lessons or methods of SEL. The self study was completed in a second grade classroom with thirteen students, all attending school in a low-income area. The results generally support previous research, finding that the more SEL that is implemented throughout the day, the further that student engagement levels will increase. The outcome of this study will increase understanding of prior research done regarding SEL and its impact on students.