Social Emotional Learning: Emotional Identification And Regulation in an Elementary Classroom
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 8:30 AM
End Date
4-12-2025 9:30 AM
Abstract
Social-Emotional Learning (SEL) is a continually evolving approach to integrating non-academic skills into classrooms worldwide. In Educational Studies, SEL helps students develop self-awareness, emotional regulation, social skills, and responsible decision-making, supporting both their well-being and academic success (CASEL, 2025). While SEL is not academically rigorous, there has been research to prove that SEL lessons help improve students test scores in some areas (Coskun, 2019).This classroom research examines SEL in an elementary setting through a self-study conducted with 16 fifth-grade students in a public school in U.S. Using student surveys, student work, anecdotal notes, and classroom artifacts, this study explores the impact of SEL instruction on students' ability to identify and regulate emotions, communicate effectively, and develop emotional intelligence. Key research questions include: In what ways does teaching SEL and mental health impact elementary students' ability to communicate their own emotions? How can emotional regulation and identification impact my students' communication skills in school? How will emotional intelligence development impact my students' mental health in school? Will my instruction in SEL affect my students' emotion identification and regulation? Findings indicate a strong correlation between students’ emotional intelligence and the way SEL is communicated by educators, highlighting the importance of intentional SEL instruction in fostering students’ emotional and social development. This can expand and apply to Pre-K through 12th grade, impacting students skills in the real world and make a positive impact on others.
Social Emotional Learning: Emotional Identification And Regulation in an Elementary Classroom
CNS Atrium
Social-Emotional Learning (SEL) is a continually evolving approach to integrating non-academic skills into classrooms worldwide. In Educational Studies, SEL helps students develop self-awareness, emotional regulation, social skills, and responsible decision-making, supporting both their well-being and academic success (CASEL, 2025). While SEL is not academically rigorous, there has been research to prove that SEL lessons help improve students test scores in some areas (Coskun, 2019).This classroom research examines SEL in an elementary setting through a self-study conducted with 16 fifth-grade students in a public school in U.S. Using student surveys, student work, anecdotal notes, and classroom artifacts, this study explores the impact of SEL instruction on students' ability to identify and regulate emotions, communicate effectively, and develop emotional intelligence. Key research questions include: In what ways does teaching SEL and mental health impact elementary students' ability to communicate their own emotions? How can emotional regulation and identification impact my students' communication skills in school? How will emotional intelligence development impact my students' mental health in school? Will my instruction in SEL affect my students' emotion identification and regulation? Findings indicate a strong correlation between students’ emotional intelligence and the way SEL is communicated by educators, highlighting the importance of intentional SEL instruction in fostering students’ emotional and social development. This can expand and apply to Pre-K through 12th grade, impacting students skills in the real world and make a positive impact on others.