Date of Award
2025
Document Type
Dissertation
Degree Name
Education (Ed.D.)
Department
Administrative and Instructional Leadership
First Advisor
Stephen Kotok
Second Advisor
Anthony Annunziato
Third Advisor
Richard Bernato
Abstract
This qualitative study aims to explore the perceptions of teachers, administrators, and counselors on the definition, adaptation, and integration of Social Emotional Learning (SEL) within Mae Wright School District. The district’s commitment to educating the whole child has prompted efforts to incorporate SEL into the academic and social environments. Through semi-structured interviews, this study examines how teachers, administrators, and counselors define SEL and their perceptions on the adaptation and integration of SEL standards in academic settings.. Findings reveal diverse interpretations of SEL, with varying levels of support and understanding among participants. Teachers highlighted the need for practical strategies, while administrators emphasized the importance of SEL for school climate and student behavior management. Additionally, counselors noted the role of SEL in fostering student well-being and emotional resilience. By utilizing a structured program such as Leader in Me, and offering school-wide initiatives, SEL is made accessible to all students. The holistic approach is a conduit to educating the whole child and contributing to a more supportive and inclusive school culture. While participants offered varying definitions of SEL, they converged on core concepts that align with SEL’s purpose in enhancing social emotional learning. Challenges highlighted by four participants include adapting SEL in the high school settings.
Recommended Citation
Black Rhooms, Meva, "PERCEPTIONS OF TEACHERS, ADMINISTRATORS AND COUNSELORS ON THE ADAPTATION AND INTEGRATION OF SOCIAL EMOTIONAL LEARNING STANDARDS IN ACADEMIC SETTINGS" (2025). Theses and Dissertations. 863.
https://scholar.stjohns.edu/theses_dissertations/863