When teachers have autonomy to create SEL initiatives : conceptualizations and iterations

Abstract

Teachers may be encouraged to follow a prescribed curriculum when teaching social and emotional learning (SEL), and varied research findings attest to the efficacy of this approach in fostering students’ social and emotional competencies. An alternative approach might see teachers create SEL initiatives and infuse, embed, or integrate SEL into core teaching content. This case study explored how, when asked to foster social and emotional learning within their schools, 16 SEL teachers created learning opportunities for students to bolster their social and emotional skills. Teachers were asked to first define SEL and then to create portfolios showcasing three of their SEL lessons or initiatives. Content analysis of definitions revealed that teachers largely defined SEL as fostering students’ self-awareness and self-management. Content analysis of each of the teachers’ lessons indicated that the learning opportunities or initiatives that teachers introduced were predominantly social in nature and oftentimes focused on having students practice emotion regulation strategies. Findings inform our understanding of the perceptions and actualizations of SEL in applied contexts.