Implementing Social Emotional Learning across K-12 Physical Education
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Abstract
Social-emotional learning (SEL), defined as the process through which individuals develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, has become a central component of comprehensive K–12 education. The purpose of this paper is to synthesize current research examining how SEL is integrated within physical education (PE) and to evaluate its developmental impact across elementary, middle, and high school settings. Significant findings from the literature indicate that emotionally safe learning environments, supportive peer interactions, and caring instructional climates strongly influence student engagement, intrinsic motivation, prosocial behavior, and long-term physical activity participation. This study employs a qualitative literature review methodology, analyzing peer-reviewed scholarship from SEL frameworks, motivation theory, and caring climate research within PE contexts (Barney et al., 2021; Wright & Richards, 2022; Simonton et al., 2022; Del Sorbo & Tenerelli, 2024; Dyson et al., 2024; Mäkinen et al., 2025; İpek & Taştan, 2025). Sources were selected to represent diverse grade levels and research designs, allowing for cross-developmental comparisons. Findings suggest that effective SEL implementation in PE requires intentional instructional integration, explicit modeling of social competencies, and developmentally responsive practices that evolve from emotional regulation in elementary grades to identity development and peer collaboration in secondary settings. However, implementation challenges persist, including limited teacher preparation, time constraints, and inconsistent systemic support. The implications of this synthesis emphasize the need for sustained professional development, leadership advocacy, and alignment with multi-tiered systems of support (MTSS) to ensure SEL is embedded into daily instruction. Overall, SEL in physical education is most effective when purposefully integrated, relationally reinforced, and supported by schoolwide commitment.
Implementing Social Emotional Learning across K-12 Physical Education
CNS Atrium
Social-emotional learning (SEL), defined as the process through which individuals develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, has become a central component of comprehensive K–12 education. The purpose of this paper is to synthesize current research examining how SEL is integrated within physical education (PE) and to evaluate its developmental impact across elementary, middle, and high school settings. Significant findings from the literature indicate that emotionally safe learning environments, supportive peer interactions, and caring instructional climates strongly influence student engagement, intrinsic motivation, prosocial behavior, and long-term physical activity participation. This study employs a qualitative literature review methodology, analyzing peer-reviewed scholarship from SEL frameworks, motivation theory, and caring climate research within PE contexts (Barney et al., 2021; Wright & Richards, 2022; Simonton et al., 2022; Del Sorbo & Tenerelli, 2024; Dyson et al., 2024; Mäkinen et al., 2025; İpek & Taştan, 2025). Sources were selected to represent diverse grade levels and research designs, allowing for cross-developmental comparisons. Findings suggest that effective SEL implementation in PE requires intentional instructional integration, explicit modeling of social competencies, and developmentally responsive practices that evolve from emotional regulation in elementary grades to identity development and peer collaboration in secondary settings. However, implementation challenges persist, including limited teacher preparation, time constraints, and inconsistent systemic support. The implications of this synthesis emphasize the need for sustained professional development, leadership advocacy, and alignment with multi-tiered systems of support (MTSS) to ensure SEL is embedded into daily instruction. Overall, SEL in physical education is most effective when purposefully integrated, relationally reinforced, and supported by schoolwide commitment.