ERIC Number: EJ1456243
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1096-2409
EISSN: N/A
Social/Emotional Learning Implementation and Student Outcomes
Professional School Counseling, v28 n1 2024
This quantitative, nonexperimental study addressed the gap between research-established benefits and outcomes of social/emotional learning (SEL) implementation as compared to actual instances of implementation. Focusing on SEL and the specificity of use of CASEL SELect programs, the research questions of this study explored differences between implementation and usage, length of implementation, poverty classification, student growth composite (as measured by TVAAS composite), and attendance in elementary schools in Tennessee. I discuss specific implications for school counseling practice and consider the implementation of SEL as an intervention for holistic student success.
Descriptors: Social Emotional Learning, Outcomes of Education, Student Development, Elementary School Students, Attendance Patterns, School Counseling, Holistic Approach, Poverty, Program Implementation, Grade 4, Grade 5
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A