IMPLEMENTING A SOCIAL AND EMOTIONAL LEARNING PERIOD: THE IMPACT OF SOCIAL AND EMOTIONAL LEARNING ON SOCIAL AND EMOTIONAL INTELLIGENCE AND SCHOOL CLIMATE

Abstract

Increased absenteeism, discipline issues, and a decline in school climate and culture have increased the need to implement social and emotional learning periods in our schools. This mixed-methods inquiry focused on the effect of implementing a social and emotional learning period using the Second Steps curriculum on students' social and emotional intelligence, school leadership, and school climate. The Second Steps research-based curriculum was implemented in twenty-minute daily lessons over twelve weeks. This inquiry used an explanatory mixed-methods sequential design organized through Action Research Cycles that involved the Plan-Do-Study-Act model. This inquiry used pre- and post-study teacher interviews and meeting notes as qualitative data sources. The inquiry used the Emotional Quotient Inventory: Youth Version (short) and the Panorama Education Teacher and Staff Survey as qualitative sources of data that were given pre- and post-study. The data from the Emotional Quotient Inventory: Youth Version (short) was then broken down into the domains of overall social and emotional intelligence, interpersonal skills, intrapersonal skills, stress management, and adaptability. The results indicated a positive trend in overall social and emotional intelligence, interpersonal skills, and stress management. The quantitative data indicated a statistically significant increase in adaptability for students. A negative trend in intrapersonal skills is indicated by the data. Qualitative data indicated a positive increase in school climate and an important role of school leadership in the implementation of social and emotional learning.