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Social and Emotional Learning in Elementary School Children
by
Jana Kastanek
A Research Paper
Submitted in Partial Fulfillment of the
Requirements for the
Master of Science Degree
in
Education
Approved: 2 Semester Credits
_________________________
Dr. James Lehmann
The Graduate School
University of Wisconsin-Stout
February, 2011
The Graduate School
University of Wisconsin-Stout
Menomonie, WI
Author: Kastanek, Jana
Title: Social and Emotional Learning in Elementary School Children
Graduate Degree/ Major: MS Education
Research Adviser: James Lehmann, PhD
Month/Year: February, 2011
Number of Pages: 65
Style Manual Used: American Psychological Association, 6th
edition
Abstract
The purpose of this study was to determine if there is a need for social and emotional
instruction to occur in elementary classrooms. Specifically, the programs of Second Step: A
Violence Prevention Program and Responsive Classroom were researched and studies measuring
their success in both academic and behavioral areas were examined. In addition, teachers of the
Amery School District were surveyed about their experiences regarding a need for such
programming, and the effectiveness of the current programs being used in the district.
According to the significant research available, there is ample evidence of both academic and
behavioral progress to support the inclusion of social and emotional learning in elementary
classrooms. The results of this survey clearly show that the educators in Amery believe that
there is a need for social and emotional learning and that such instruction contributes positively
to both the learning environment and academic success.
The Graduate School
University of Wisconsin Stout
Menomonie, WI
Acknowledgments
I would like to thank Dr. Jim Lehmann for his support, patience and valued input he gave
to me throughout the writing of this paper. I also would like to thank my three children, Jakob,
Mitchell and Laura, my husband, John, and my parents, John and Gayle, for their unending
support of my completion of this paper and my master’s in education degree. Without all of you,
none of this would have been possible and I am truly grateful for all that you have done for me.
Table of Contents
.................................................................................................................................................... Page
Abstract ............................................................................................................................................2
Chapter I: Introduction ....................................................................................................................7
Statement of the Problem .....................................................................................................8
Purpose of the Study ............................................................................................................9
Assumptions of the Study ....................................................................................................9
Definition of Terms..............................................................................................................9
Limitations of the Study.....................................................................................................10
Methodology ......................................................................................................................10
Chapter II: Literature Review ........................................................................................................12
Social and Emotional Learning ..........................................................................................12
A Need for Social and Emotional Education .....................................................................16
Effects of social and Emotional Education ........................................................................18
Conclusion .........................................................................................................................22
Chapter III: Methodology ..............................................................................................................23
Subject Selection and Description .....................................................................................24
Instrumentation ..................................................................................................................25
Data Analysis .....................................................................................................................25
Limitations .........................................................................................................................26
Chapter IV: Results ........................................................................................................................28
Item Analysis .................................................................................................................................28
Chapter V: Discussion ...................................................................................................................41
Limitations ........................................................................................................................41
Conclusions ........................................................................................................................42
Recommendations ..............................................................................................................46
References ......................................................................................................................................48
Appendix A: Survey About Social and Emotional Learning........................................................52
Appendix B: UW-Stout Implied Consent Statement .....................................................................58
Appendix C: Approval Form from the Institutional Review Board ..............................................62
Appendix D: Email Distributed to Selected Staff Members Concerning the Survey ....................64
7
Chapter I: Introduction
“We cannot always build the future for our youth, but we can build our youth for the future” –
Franklin D. Roosevelt
The expectations levied on teachers today are vast and sometimes seemingly
insurmountable. Not only are classroom teachers required to adhere to the expectations of
national education standards (such as Common Core Standards) and grade level standards in
terms of academic achievement, but they are also often expected to take on additional roles.
Teachers are often expected to take on roles of educator, statistician, special education teacher,
parent, guidance counselor, mentor, friend, health professional and disciplinarian.
One of the areas of increased responsibility for teachers is in the area of social and
emotional learning. “A growing number of educators recognize that students who receive an
exclusively academic education may be ill-equipped for future challenges, both as individuals
and members of society -- it's just not enough to feed only the mind” (Stern, 2010, p.1). As
pressures on teachers are growing in the area of academic progress, research is showing that
unless the needs of the whole student are addressed, these goals are unlikely to be reached. This
has begun the emphasis in social and emotional learning (SEL) in current curriculum designs.
In the current Response to Intervention model, academic achievements are measured and
specific student progress monitored before consideration for special education services can be
initiated. In addition, emotional and behavioral progress is also monitored and evaluated. Social
and emotional education curriculum is an important intervention to be implemented and specific
students progress monitored in order to justify special education testing in the areas of emotional
and behavioral disorders.
8
There are many commercially available programs designed to help students in the area of
social and emotional learning. In my experience as a 1st grade teacher in Amery, Wisconsin, I
am familiar with the following: PAX good behavior game, Second Step: A Violence Prevention
Program and Responsive Classroom. The PAX good behavior is classroom management tool
designed to help students take ownership of their own behavior and learning and rewards
students for positive choices. Second Step is a scripted social and emotional learning curriculum
which provides instruction on feelings, impulse control and anger management. Responsive
classroom is an approach to teaching elementary students which emphasizes the importance of
social and emotional learning as a key component to achieving academic success.
In this paper I will review the literature and research supporting the need for social and
emotional learning, the effectiveness of such programs and the impact on overall student
performance as a result.
Statement of the Problem
A problem exists because students are coming to school requiring more and more of
teachers in areas not considered traditionally academic. Meanwhile, as expectations increase,
financial support of schools is in constant jeopardy. As a result, classroom sizes are increasing
while available funding, staffing, materials, staff development hours and overall support of
teachers is decreasing. This is requiring teachers to do more with less. This research study
focuses on the need for social and emotional learning as supported by current research and
literature and the effectiveness of various commercially available programs. Teachers in the
Amery School district, who use the outlined programs, were surveyed as to their perceptions of
the need for this type of instruction to be included in the curriculum and how effective such
programs are in increasing students’ positive behaviors and academic success.
9
Purpose of the Study
The purpose of this study is to determine if there is a research supported need for social
and emotional learning in elementary school children. In addition, programs used in the Amery
School district for social and emotional education are evaluated in terms of their ability to
increase student learning, school engagement and positive social behavior.
Assumptions of the Study
The assumptions of this study are that social and emotional learning is an important part
of an elementary school curriculum. Also, it is assumed that elementary teachers in the Amery
School district are using the available curriculum: PAX good behavior game, Second Step and
Responsive classroom which the survey specifically asks about. These assumptions are
examined in this research through the following three questions.
1. Is there a significant need, due to the impact on academic success, for social and
emotional education?
2. Does social and emotional education impact the academic performance of elementary
aged students?
3. Are the programs being used by the elementary teachers in Amery, Wisconsin in line
with what research dictates effective social and emotional education programs
contain?
Definition of Terms
There are four terms that needed to be clarified in order to understand this study. They
are:
10
Social and emotional learning (SEL): “SEL is a process for helping children and even adults
develop the fundamental skills for life effectiveness. SEL teaches the skills we all need to handle
ourselves, our relationships, and our work, effectively and ethically” (CASEL, 2010).
Emotional Intelligence (EQ): The ability to recognize, understand, analyze and monitor
emotions in self and in others.
Progress Monitoring: The process by which students’ progress is monitored, recorded and
charted in order to determine necessary interventions and to justify the need for special education
testing in academic and behavioral areas.
Response to Intervention: The process by which students’ progress is monitored, interventions
are implemented, and determinations are made whether or not a student is in need of further
interventions or special education testing.
Limitations of the Study
The only limitation to this study was with the teacher survey. Teachers were sent an
electronic survey asking them to discuss the need for SEL and how they felt our current
programs addressed this need. The limitation is how many of them chose to complete the
survey.
Methodology
The purpose of this study was to determine if there is a need for SEL and what effect
such curriculum has on the academic performance of students. In addition, the purpose was to
determine if the current programs being used at the elementary level in Amery, Wisconsin are
achieving the goals for SEL. Current research is examined on the benefits of SEL in itself and
how it affects academic performance. A survey given to the teachers of the Amery School
11
district about the need for social and emotional learning (SEL) and the effectiveness of current
program is also presented and analyzed.
12
Chapter II: Literature Review
The purpose of this study is to determine if there is a research supported need for social
and emotional learning due to an impact on academic success in students. A review of current
literature on the subject of social and emotional learning is beneficial in determining the need for
such programming. Specifically, the topics addressed in this literature review are: the specific
skills taught in social and emotional learning programs, the need for social and emotional
learning, how such programs affect academic progress.
Social and Emotional Learning
First, it is crucial to define what social and emotional learning is in order to determine its
importance in the curriculum.
Social and emotional learning is the process through which children and adults acquire
the knowledge, attitudes, and skills to: recognize and manage their emotions, set and
achieve positive goals, demonstrate caring and concern for others, establish and maintain
positive relationships, make responsible decisions and handle interpersonal situations
effectively. (Durlak, Dymnicki, Pachan, Taylor, Schellinger & Weissberg, 2008, p. 4)
Moreover, social and emotional learning (SEL) goes beyond teaching children reading, writing
and arithmetic. Social and emotional learning is broken down in to five components that relate
to one another: self awareness, social awareness, self management, relationship skills, and
responsible decision making (Durlak et al., 2008, p. 4).
The first crucial social skill is self awareness. This is the ability to know one’s self and
use this knowledge to assist in social relationships and decisions. A major part of this skill is
being able to recognize, identify and respond appropriately to one’s own feelings. In addition,
students need to be taught to identify their own strengths and weaknesses (Elias, 2003, p. 11).
13
All of these skills help to create a well founded sense of self awareness and thus a healthy self
confidence necessary to be successful in everyday social situations (Durlak, Dymnicki, Pachan,
Taylor, Schellinger & Weissberg, 2008, p. 4).
Students also need to be taught social awareness skills to increase their success in school
and real life situations. These skills include being able to understand the perspectives of others
to help foster empathy (Durlak, Dymnicki, Pachan, Taylor, Schellinger & Weissberg, 2008, p.
4). These skills can be taught from a very young age and are crucial building blocks for positive
social interactions. In addition, students need to be taught to recognize the similarities and
differences in different people and respect that diversity (Elias, 2003, p. 12). Finally, students
need the skills to identify the resources available to them through family, community and school
sources and use them appropriately in order to find help when it is needed (Durlak, et al., 2008,
p. 4).
Another area needed for effective social and emotional training is that of self
management. These skills are very important for success in school and in life because their focus
is on controlling behavior and emotional impulses. Students need to be able to manage their own
moods, have control over their impulses and be able to handle anger effectively (Stern, 2010).
Students who do not learn to manage their own behavior in this way, will be susceptible a wide
variety of social complications such as physical altercations, loss of friendships, loss of
instruction due to suspensions of inappropriate behavior and emotional turmoil. “Failing to
appropriately treat existing social, emotional, and mental health problems can place children at
risk for later, more serious problems including psychopathology, school failure, or substance
use” (Buchanan, Juskelis, Merrell & Tran, 2008, p. 3).
14
Social and emotional instruction also focuses on relationship skills. Students are taught
how to form positive relationships and maintain those relationships through the use of
cooperation, resolving conflict and seeking help when needed (Durlak, Dymnicki, Pachan,
Taylor, Schellinger & Weissberg, 2008, p. 4). These skills are also crucial because students who
do not possess the ability to form relationships and resolve conflict are at a disadvantage socially
to those who can. “These critical social-emotional competencies involve skills that enable
children to calm themselves when angry, initiate friendships and resolve conflicts respectfully,
make ethical and safe choices, and contribute constructively to their community” (Durlak, et al,
2008, p. 4).
Finally, students are taught responsible decision making skills in social and emotional
learning instruction. This involves, “…making decisions based on consideration of ethical
standards, safety concerns, appropriate social norms, respect for others, and likely consequences
of various actions; applying decision-making skills to academic and social situations; and
contributing to the well-being of one’s school and community” (Durlak, Dymnicki, Pachan,
Taylor, Schellinger & Weissberg, 2008, p. 4). These decision making skills are not inherent and
need to be taught and practiced through guided instruction in order for students to apply these
important life skills to real life situations.
By providing instruction on these specific social skills, teachers are giving students more
than academic knowledge; they are helping them to be better able to apply this knowledge to real
life. “Thus, the short-term goals of SEL programming are to promote students’ social-emotional
skills and positive attitudes, which, in turn, should lead to improved adjustment and academic
performance as reflected in more positive social behaviors, fewer conduct problems, less
emotional distress, and better grades and achievement test scores” (Durlak et al., 2008, p. 5).
15
The focus of social and emotional learning is to make sure children are both ready to
learn in academic areas and able to have the positive social skills needed to apply such
knowledge as they grow up. Students, who have mastered the academic requirements on a
subject but cannot make appropriate decisions socially, will have a difficult time applying their
knowledge in order to find success. “What factors are in play, for example, when people of high
IQ flounder and those of modest IQ do surprisingly well? Author and renowned psychologist
Daniel Goleman believes these factors are attributed to abilities called emotional intelligence
which include self control, zeal and persistence, and the ability to motivate oneself” (Maudling,
2002, p. 3).
The social and emotional learning programs acknowledge that school must be about more
than becoming proficient in academic areas in order to produce young adults who are ready for
the challenges facing them in the real world. Teachers cannot rely on parents and guardians to
provide the social education for children because unfortunately, it is not happening universally
for all children. “SEL challenges schools to reconceptualize their responsibility as solely
promoting academic achievement to one of promoting social, emotional and academic
development” (Bloodworth, Walberg, Weissberg & Zins, 2007, p. 3). Schools must strive to
educate the whole child, including the social and emotional arena, if they are to be successful in
educating the child. “Although academic achievement is important, it is not the end goal but
rather a means for ensuring children’s later life success” (Bloodworth, et al., 2007, p. 3).
Academic achievement is but one piece of the puzzle needed to create a successful adult.
Students who can achieve academically but cannot set goals for themselves, control and monitor
their own emotions, understand the feelings of others, and react to social situations appropriately
are at a significant disadvantage to those have such social skills. History is filled with people
16
who have become incredibly successful despite achieving academic success. Bill Gates, Walt
Disney, and Abraham Lincoln are all prime examples of people who, despite the lack of a
collage degree, have achieved great things. Therefore, social and emotional learning is a crucial
piece of education that must be emphasized for all students in order to increase the chance for
success.
A Need for Social and Emotional Education
There is a variety of evidence available to indicate the need for social and emotional
instruction. Students who do not learn how to solve problems effectively are at risk for increased
special education referrals, loss of instruction due to being sent from class, decrease in
friendships and overall loss of self esteem (Committee for Children, 2002, p. 1). These issues
can be blamed, in large part, to the lack of social skills required to exist successfully in a
classroom. In addition, children with aggressive behaviors are more likely to develop more
serious problems later in life if these behaviors are not corrected (Committee for Children, 2002,
p. 1). Although such students who display aggressive behaviors may not have all of these
behaviors corrected, specific instruction focusing on social and emotional skills can help both the
student learn how to identify and control their emotions. In addition, such programming helps
those students who interact with the students’ displaying inappropriate behavior learn how to
identify, predict and respond appropriately to aggressive behavior in a way that will support the
skills being taught in the curriculum.
The school environment is a key component in social and emotional learning because
positive social choices can be emphasized. “Research confirms that school and the family are
the two most important social-emotional learning environments for children” (Blum, 2005, p. 5).
Unfortunately there is not equality in the environments children are immersed in at home and we,
17
as educators, have little control over the family environment. The fact is: students are going to
learn social skills, both positive and negative, from their families. This puts students from homes
with positive role models at a significant advantage over students without responsible adults in
their lives. However, we can level the playing field for all children when it comes to exposure to
social and emotional education by exposing all children to SEL curriculum in the school
environment. “The skills that result from this learning can promote healthy or unhealthy
development. Thus, it is critical that educators take advantage of the rich opportunities inherent
in school settings to teach positive social-emotional skills” (Committee for Children, 2002, p. 1).
According to a study of 120 fifth grade students, 25% of students will have issues with
school adjustment, or the ability to succeed in a school environment and 15-22% of these
students will have issues severe enough to need treatment (Buchanan, Juskelis, Merrell & Tran,
2008, p. 3). Furthermore, an estimate of 40 to 60% of high school students become disengaged
or disinterested from school and not participate to their fullest potential either academically or
socially. This number does not include those who drop out completely (Durlak, Dymnicki,
Pachan, Taylor, Schellinger & Weissberg, 2008, p. 3). In addition, 30% of high school students
engage in high risk behaviors (Durlak et.al, 2008, p. 3).
Students who do not learn how to handle these issues effectively, are more likely to
become behavior problems in school and thus become distractions making learning more
difficult for others (Bloodworth, Walberg, Weissberg & Zins, 2007, p. 3). These are the
students who are inattentive in class, display aggressive behaviors and actively disrupt
classrooms to point that the teacher spends a majority of important teaching time dealing with
these negative behaviors to the detriment of all of the students. But perhaps most compelling
reason to include such instruction in the curriculum is the fact that the failure to treat such social
18
and emotional needs can cause catastrophic events later in a child’s education. “Failing to
appropriately treat existing social, emotional, and mental health problems can place children at
risk for later, more serious problems including psychopathology, school failure, or substance
abuse” (Buchanan, et al., 2008, p. 4).
Effects of Social and Emotional Education
However, even with such evidence schools are forced to justify the time, money and
diversion from other more academic pursuits. “…school administrators and teachers may not be
predisposed to prioritizing social and emotional learning in curricula and instruction given the
demands for student achievement (Bloodworth, Walberg, Weissberg & Zins, 2007, p. 5).
Because of the constant pressure place on administrators and teachers to comply with national
standards and budget restraints, schools need to see a direct correlation between social and
emotional instruction and academic success in order to devote precious classroom time to such
curriculum. Fortunately, such a correlation has been made in several cases.
Specifically, a review of several programs was conducted by CASEL (Collaborative for
Academic, Social and Emotional Learning), which is a leading organization in the field of social
and emotional learning. This review was of the programs of 180 school programs using
classroom based programming. In this review, it was found that “Students in SEL programs
demonstrated improvement in multiple areas of their personal, social, and academic lives”
(Durlak, Dymnicki, Pachan, Taylor, Schellinger & Weissberg, 2008, p. 6). Students also showed
a significant increase in academic achievement tests in the areas of math and reading with an
average gain of 11-17%ile points. (Durlak, et al., 2008, p. 6) In addition, the researchers found
that positive academic results were consistent across socio-economic levels, urban, suburban and
rural locations and in ethnically diverse settings showing that the social and emotional education
19
is an appropriate intervention for all students despite their individual backgrounds (Durlak, et al.,
2008, p. 6). The researchers go on to state,
In conclusion, our findings demonstrate that SEL programs implemented by school staff
members (e.g., teachers, student support personnel) improve children’s behavior, attitudes
toward school, and academic achievement. Given these broad positive impacts, we recommend
that well-designed programs that simultaneously foster students’ social, emotional, and academic
growth be widely implemented in schools. (Durlak, et al., 2008, p. 7)
Dr. Stephen Elliot of the University of Madison, Wisconsin, has conducted several
independent studies of school districts and the results they have had using specific social and
emotional programming. The first study he conducted was that of the Savin Rock Elementary
School in West Haven Connecticut. The study of the Kindergarten through 5th
grade school
compared the social skills of the students receiving social and emotional education with those
who did not receive the specific program (Elliot, 1992, p. 2). This study focused on reviewing
the results of a specific social and emotional learning program: Responsive Classroom.
According to the Northeast Foundation for Children which developed the Responsive Classroom
approach:
“The Responsive Classroom approach is a way of teaching that emphasizes social,
emotional, and academic growth in a strong and safe school community. Developed by
classroom teachers in 1981 and continually refined to meet schools’ needs, the approach consists
of practical strategies for helping children build academic and social emotional competencies day
in and day out” (Northeast foundation for children, 2010, p. 1)
Dr. Elliot found, that compared to the children who did not participate in classrooms with
the Responsive Classroom technique, students at Savin Rock exhibited a higher level of positive
20
results. “The Responsive Classroom was used regularly at Savin Rock with a representative
sample of students and was found to be associated with significantly greater gains in students’
social and academic functioning than in students from a comparison school where no social
problem-solving or social skills curriculum was operating” (Elliot, 1992, p. 33). He goes on to
report,
There is an empirical and practical rationale for educators to invest time in teaching
children prosocial behaviors such as cooperation, assertion, self-control, responsibility,
and empathy. Increases in these behaviors clearly result in decreases in problem
behaviors and increases in academic performances for most students (Elliot, 1992, p. 34).
This is a strong argument for the inclusion of such programming into the full curriculum of
elementary classrooms.
Dr. Elliot also conducted a study at Kinsington Avenue Elementary School in
Springfield, Massachusetts. The school consists of Kindergarten through 5th
grade school with
400 students. This study found that the consistent use of the responsive classroom technique was
responsible for several of the following positive outcomes. Teachers noted a decrease in
problem behaviors that was sustained in subsequent years of exposure to the programming and
they saw the social skills taught in the program as “academic enablers” because a mastery of the
skills resulted in an overall improvement on academic achievement tests (Elliot, 1999, p. 27-28).
In addition, students at the Kinsington schools, where the Responsive Classroom technique was
being used with fidelity, were observed using appropriate social skills more frequently and
inappropriate behaviors less frequently than the students of the control school which was not
using the program (Elliot, 1999, p. 27).
21
Two years after conducting the study in Massachusetts, Dr. Elliot was able to replicate
his results with the District of Columbia’s Public Schools. This time, the focus of the study was
of 4th
through 6th
grade classrooms that had adopted the Responsive Classroom approach and
were looking for empirical evidence to support a district wide adoption of this program (Elliot,
1995, p.4). In his study, Elliot found again that the time devoted to the Responsive Classroom
technique, was productive. He found that students who were consistently exposed to this
technique were observed to exhibit more positive social behaviors, cooperate more effectively,
and display less negative, anti-social behaviors than those who did not participate in the
programming (Elliot, 1995, p. 36).
The University of Virginia’s Curry School of Education and Advanced Center for
Teaching and Learning, found more positive results associated with the use of SEL
programming. The researchers found a positive relationship to the consistent use of the program
and the following results: an increase in reading and math scores, an increase in student and
teacher moral, an increase in students’ positive social behavior and an increase in teacher
collaboration (Rimm-Kaufman, 2006, p. 15). In summarizing the results, the researcher stated,
“Our findings are consistent with a body of research based theory in education and
developmental psychology suggesting that caring school environments produce classroom
environments that are conducive to learning, and ultimately, higher achieving children with
better social skills” (Rimm-Kaufmann, 2006, p. 15). One way to build such a caring
environment for students is through the use of social and emotional programming.
Finally, a study of the Second Step curriculum also showed significant positive results
due to the implementation of the program. Pilot studies of K-8th
grade students receiving the
Second Step instruction, showed a great increase in knowledge about social and emotional skills
22
than those in comparable groups who did not receive the instructions (Committee For Children,
2002, p. 8). Students from low socio-economic areas showed the greatest level of gains and
teachers rated students who received the programming as more socially capable and less
aggressive than those who did not (Committee For Children, 2002, p. 9). In another study of the
Second Step program, third and fourth grade students receiving the instruction were observed
from September to June. In observations, the students were seen to be less physically aggressive
than those who did not have the instruction. This aggression continued to decline throughout the
year and in subsequent years as instruction continued (Committee For Children, 2002, p. 9).
Conclusion
“The elementary school years are critically important for children. During those years,
the stage is set for later learning and future success as contributing members of adult society”
(Rimm-Kaufmann, 2006, p. 2). The literature clearly suggests that there is a need for social and
emotional learning to be included in school curriculum. There is a direct link to failure to
address such issues and behavioral problems, school detachment and dropout rates and an
increase in high risk behaviors in students as they progress through the school system. In
addition, research has shown that inclusion of such programming has a positive effect on student
and teacher’s feelings about school, the ability for students to make positive social choices, and,
perhaps most importantly, an increase in students academic achievement.
23
Chapter III: Methodology
The purpose of this study was to determine if there is a clear need for social and
emotional instruction. Students are entering school with higher needs in nonacademic areas
while funding is being constantly cut requiring staff to do more with less. In this research study,
teachers in the Amery School District, who use the Responsive Classroom and Second Step
programs, were surveyed about their experiences with the programs and their opinions on how
this type of instruction impacted behaviors in the classroom and academic performance. In this
section of the paper, I will discuss the subject selection, instrumentation, data collection
procedures, data analysis and limitations of the study.
Subject Selection
For the data collection, elementary and intermediate school teachers (Pre K- 5th
grade) in
the Amery School district were surveyed. Classroom teachers, classroom aides and special
education staff who have direct contact with students and with the Second Step and Responsive
Classroom programs were asked to participate. In all, there were 3 administrators, 11 classroom
aides, 39 classroom teachers and 8 special education teachers surveyed. Out of the 39 classroom
teachers, 4 are male and the rest are female, all of the classroom aides are female and 1 out of the
9 special education teachers is male. Those surveyed, represented a vast variety of classroom
experience. All of the classroom aides have been with the school district for longer than 5 years.
The special education staff surveyed is also all comprised of veteran teachers. Classroom
teachers, however, had a much more heterogeneous make up. Of the 39 teachers surveyed, 10
have been in the classroom for 5 years or less. In addition, 15 of the teachers have more than 20
years of classroom experience.
24
Administration in the elementary and intermediate schools were also invited to view the
survey and complete it if they felt they had direct knowledge of how these programs were
affecting the student populations’ behavioral and academic performance. The three
administrators are all female and have been in their positions for more than 10 years. Teachers
in the middle school and high school were not asked to complete the survey because they do not
use the described programs universally in their schools.
Instrumentation
The survey that was administered (See Appendix A) to the described staff members was
created using the “survey monkey” online survey builder tool. This survey was created for the
purpose of the research study and approved by the Institutional Review Board of University of
Wisconsin, Stout. (See Appendix B and C) The survey consisted of ten multiple choice
questions with a space for respondents to comment on each of their answers. The survey was
designed to be completed online and to take less than 15 minutes to complete. In addition, due to
the online format, the surveys were completely anonymous and voluntary.
The questions on the survey were developed by considering the goals of social and
emotional education and with an understanding, due to the previously cited research, of the need
for such education. The questions were designed to gain more insight to the needs of the student
population, frequency of instruction, available resources for social and emotional instruction and
the perception of the current programs being used. The survey focused on what the educator’s
perceived effectiveness is of the social and emotional learning programs currently used in Amery
Schools. Teachers were asked to answer questions about the Second Step and Responsive
classroom programs, specifically. Respondents were asked to rate how often they use the
programs and what type of impacts they see on their students’ behaviors that can be attributed to
25
the use of the programs. In addition, the types and frequency of behavior issues arising in the
classroom and what resources the teacher is using to deal with these issues was addressed.
Teachers were also asked how they are seeing the needs of students change over time.
Data Collection Procedures
To distribute the survey, an email was sent out to selected staff members asking them to
access a link to complete the survey online. (See Appendix D) In the email, participants were
informed about the purpose of the research project: to determine the need for and effectiveness
of social and emotional instruction. The survey, using the survey monkey website allowing for
online responses, was also explained. The Implied Consent Form (See Appendix B) was
included in the email to ensure the participants were fully informed of the purpose and uses of
the survey. Participants were also informed of the deadline for surveys to be completed and that
their participation was completely voluntary. Respondents were given two weeks to complete
the survey, which was tallied anonymously by the Survey Monkey website upon completion.
The number of responses gathered and the results of the survey were then available to be
accessed and so the responses could be analyzed. The answers to the questions were analyzed
using both qualitative and quantitative analysis.
Data Analysis
Once the surveys were completed, the data was analyzed using quantitative and
qualitative analysis techniques. The multiple choice questions were analyzed quantitatively (See
Table 1) to see how frequently each of the answers were selected. For most of the questions, a
clear majority for one particular response existed. The results were analyzed using the tools
available on the survey monkey website. The results clearly show that teachers see an increased
need for social and emotional education and recognize the benefits of providing such instruction
26
in their classroom. Also, the survey showed that teachers are using the Second Step and
Responsive Classroom programs in varying amounts and accessing alternative resources to deal
with social and emotional issues. The specific results of the survey will be discussed in detail in
the next chapter.
Conversely, the open ended questions and comments were analyzed qualitatively (See
Table 2) to determine what the respondents meant by their particular answers. This analysis
provided very interesting insight as to why the respondents chose particular responses. The tools
on the website provide the opportunity to see, anonymously, both an overview of the selected
answers for each question and how each respondent answered the questions, along with their
comments. This allowed for the answers to be analyzed further. For instance, for question
number four, which said, How often do you notice your students using the strategies taught in
the Second Step curriculum. One of the respondents responded often but then added the
comment, I utilize the same skills in Responsive Classroom. This explains why they did not
respond quite often or regularly to this question. The comment section was very useful in
attempting to determine the reasons behind the answers given by each respondent. The
comments will also be discussed in detail in the next chapter.
Limitations of the Study
This study was limited by a number of factors. First, the data collection depended upon
staff members taking the time to voluntarily fill out the survey. In addition, because the
observation of social and emotional learning is subjective, the data could be affected differences
in the various participants and skew the results of the survey. Also, teachers were asked to report
how often they use the prescribed programs to help with social and emotional learning, but to
what degree of fidelity they are using such programs is difficult to determine.
27
Finally, guarding the anonymity of the participants, by having the survey completed
online, was a key component to the data collection procedures, but it might also have changed
the results of the survey. It was impossible to determine what the position of the participant
(classroom teacher, classroom aide, special education teacher or administrator) was due to the
anonymous nature of the survey. However, this information might have been helpful in
determining the validity of the results and how to apply the information gathered in the survey
because educators in different positions would have different points of view about how effective
the programs are at increasing social and emotional skills. For instance, a special education
teacher who teaches the program in a small group might have a very different result in terms of
behavior modification than a teacher who uses the program with her entire class of students.
Because the survey was done all online and was completely anonymous, it was impossible to
determine what type of position this teacher held and how that impacted their interpretation of
the effects of the instruction.
28
Chapter IV: Results
The purpose of this study is to determine if there is a research supported need for social
and emotional learning in elementary school children. In addition, programs used in the Amery
School district for social and emotional education were evaluated in terms of their ability to
increase student learning, school engagement and positive social behavior. The research was a
non-experimental design and utilized an anonymous survey distributed to all of the PreK-6th
grade staff at the Elementary and Intermediate schools of Amery Wisconsin. 37 of the 58
possible respondents completed the survey. In the following section, I will discuss the results of
this survey. The survey was 10 questions long and attempted to answer the following questions
related to this research project:
1. Is there a significant need, due to the impact on academic success, for social and
emotional education?
2. Are the programs being used by the elementary teachers in Amery, Wisconsin in line
with what research dictates effective social and emotional education programs
contain?
Item Analysis
The first questions I will analyze are those which addressed the overall need for social
and emotional learning. The questions that addressed this need were questions 1, 2, 7, 8, 9 and
10.
For question #1, teachers were asked to rate how important they thought social and
emotional learning is for their students as not important, somewhat important, very important
and crucial to student’s success. Table 1 shows the responses to this question.
29
Table 1
Question #1: On a scale of 1-4, how important do you feel social and emotional learning is for
your students?
Level of Perceived
Importance
Number of
Respondents
Percentage of
Responses
Not Important 0 0
Somewhat Important 1 2.7%
Very Important 12 32.4%
Crucial to Student’s
Success
24 64.9%
Copyright Kastanek
The table illustrates that, according to over half the Amery teachers, administrators and
classroom aides surveyed, social and emotional learning is a critical part of a students’ education.
In fact, all but one of the respondents felt it was either very important or crucial to students’
success. None of those surveyed felt it was unimportant. In addition to this response, one
respondent, said: Students are easily distracted by issues from home- relationships, physical
needs, instability.
For question #2, respondents were asked to rate the need for social and emotional
education and how it has changed since they began teaching. They were to either choose that the
need was decreasing, staying the same or increasing. Table 2 displays the results of this
question.
30
Table 2
Question #2: Do you feel the need for social emotional education is increasing since you began
teaching?
Level of Perceived
Need
Number of
Respondents
Percentage of
Responses
Need is less 0 0
Need is the same 6 16.2%
Need is greater 12 83.8%
Copyright Kastanek
The table shows that over three-quarters of those surveyed felt the need for social and
emotional learning has increased while only a small percentage felt the need was the same. No
one surveyed felt the need for such programming was getting less. In addition to those
responses, two of the respondents who answered that the need was greater, also wrote the
following comments: Less traditional families (2 parents together) and increased financial
difficulties and more and more is done in school. It seems parenting has changed.
Question #7 addresses the specific social/emotional issues which arise in the classroom.
Respondents were asked to select all of the issues that they see. Table 3 shows which issues
were selected and how frequently they were chosen.
31
Table 3
Question #7: Check the social/emotional issues arise in your classroom. (Check all that apply)
Social or Emotional
Issue
Number of
Respondents
Percentage of
Responses
Family Change 35 97%
ADD (attention deficit
disorder)
35 97%
Bullying 27 75%
Isolation from Peers 21 58.3%
Death of a Significant
Family Member
12 33.3%
EBD (emotional and
behavioral disorders)
28 77.8%
Autism 24 66.7%
Copyright Kastanek
This table shows that almost all of those surveyed are seeing issues with family change
and ADD. Three-quarters of the respondents have issues with bullying and students with
Emotional and Behavioral Disorders in their classroom. Over half of those surveyed are seeing
issues with peer isolation and Autism. One third reported death of a significant family member
as an issue arising in their classroom. In addition to these responses, one person wrote: It
depends upon the year and the type of kids in my classroom.
32
For question #8, respondents were asked to rate how often the issues from the previous question
interrupt instruction time. Table 4 shows how often it was felt these issues were an interruption.
Table 4
Question #8: How often do these issues interrupt your classroom instruction time?
Times a Day
Interruption occurs
Number of
Respondents
Percentage of
Responses
0 times a day 2 6.1%
1-2 times a day 12 36.4%
3-4 times a day 14 42.4%
5 or more times a day 5 15.2%
Copyright Kastanek
This table shows that those surveyed experience classroom interruptions due to social and
emotional issues with different frequencies. Over three-quarters of the respondents said they
experience such interruptions between 1-4 times a day. There were also a small number of
outliers of 0 times a day and more than 5 times a day. Some surveyed also chose to comment on
the question. One of the two people who responded that they experienced these interruptions 0
times a day, commented: Mostly zero, they are addressed through RC and we focus on the
positive. Take a break and apology of action fix the rest. Some weeks are more often though!
Most weeks are 1-4 times a week.
Respondents were also asked to select the resources within the school system that they
utilize to deal with social and emotional issues in question #9. Table 5 lists the resources
selected and how often they were selected.
Table 5
33
Question #9: What resources do you use to deal with social/emotional issues?
Type of Resource Number of
Respondents
Percentage of
Responses
Guidance Counselor 34 94.4%
Principal Meetings 20 55.6%
Parent Meetings 31 86.1%
SST (Student Success
Team) or TAP
(Teacher and
Principal) meetings
23 63.9%
Special Education
Caseworker (if
applicable)
23 63.9%
Copyright Kastanek
This table shows that the respondents are utilizing a wide variety of resources to help
students with emotional and behavioral issues. Almost all of those surveyed use the services of
the guidance counselors in each building to deal with the issues. Over three-quarters of the
educators also use parents meetings as a resource. More than half responded that they use the
SST and TAP meetings, meetings with principals and meetings with the special education
caseworkers as well. One of the respondents who selected all of the resources also commented:
All of the above are only as needed… most issues need to be dealt with within the classroom.
The final question that addressed the overall need for social and emotional instruction was
question #10. In this question, educators were asked to list what techniques they use to in the
34
classroom when they have a disruptive student who has social and emotional learning issues.
Table 6 lists the techniques selected and with what frequency.
Table 6
Question #10: What techniques do you use for disruptive behaviors of students with
social/emotional learning issues?
Type of Resource Number of
Respondents
Percentage of
Responses
Daily Behavior Charts 26 74.3%
Weekly Behavior
Charts
12 34.3%
Take a Break walks
with a helper
17 48.6%
Timeouts in the
Classroom
13 37.1%
Timeouts in the
Office
23 63.9%
Loss of Recess 25 71.4%
Suspension (in or out
of school)
7 20%
Copyright Kastanek
This table shows that almost three-quarters of those surveyed use daily behavior charts
and loss of recess in response to disruptive behavior. About half of the respondents selected
timeouts in the office and take a break walks as a response. One-third said that they use time
35
outs in the classroom or weekly behavior charts for such behavior. A small portion of those
surveyed use suspension in or out of school as a technique. Several respondents chose to
comment further on this question. Some such responses include: 1.Suspension has occurred
when all other interventions have been attempted and the pattern consists and is increasing. 2. I
prefer daily charts over weekly charts for the immediate feedback it provides students and
families. 3. These are used only when children have been repeat offenders. 4. Last one only in
extreme situations...also, I tend to try breaks to get a student back on track rather than sending
them to the office. They are my responsibility during the day. They should only be removed if
they are a danger to themselves or to others. 5. I have used all of these techniques at one time or
another. This year, I have only used take a break walks, and loss of recess.
The next questions I will analyze are those which addressed the specific programs being
used by teachers in the Elementary and Intermediate Schools in Amery, WI. These questions
were numbers 3, 4, 5 and 6.
For question #3, the educators were asked to rate how many times a week they use the
Second Step curriculum provided by the district. Table 7 shows how often each frequency was
selected.
36
Table 7
Question #3: Please rate how many times a week you use the Second Step curriculum.
Times a Week Second
Step is Used
Number of
Respondents
Percentage of
Responses
0 times a week 7 20%
1-2 times a week 27 77.1%
3-4 times a week 1 2.9%
5 or more times a
week
0 0%
Copyright Kastanek
According to the survey, over three-quarters of those who responded use the Second Step
Program 1-2 times a week. In addition, one-fifth of the respondents do not use the program at all
during a week. Only one person selected 3-4 times a week and no one said they use the program
more than 5 times a week. Of those who responded that they do not use the Second Step
program, three people went on to comment: 1.We will be starting this week! 2. As an aide, I am
not familiar with this curriculum. It has not been introduced to me. Would it be beneficial for
me to use this outside of the classroom? 3. You can teach social/emotional education without
using a canned program. It happens throughout the day, every day, not just those 20 minute
lessons. It also depends on what type of class you have that year.
Question #4 also addressed the Second Step Program. For this question, educators were
asked to comment on how often they see the skills, which are taught in the program, being used
in other times of the day. Table 8 addressed the frequencies listed and how often they were
chosen.
37
Table 8
Question #4: How often do you notice your students using the strategies taught in the Second
Step curriculum?
Frequency of use of
Skills
Number of
Respondents
Percentage of
Responses
Never 4 12.4%
Rarely 12 36.4%
Often 16 48.5%
Quite Often 1 3%
Regularly 0 0%
Copyright Kastanek
This table indicates that almost half of those surveyed notice their students using the
skills taught in the Second Step Program often. One-third responded that they notice the use of
such skills rarely. About one-tenth of the respondents felt they never see the skills being used.
One respondent felt that they use the skills quite often and no one surveyed felt the skills were
used regularly. Of those who responded that they never notice the skills being used, two made
further comments: 1. We'll see! 2. I do not use/know 2nd Step so I don't know if it transfers into
my room. Also, three of the respondents who reported seeing the skills being used often,
commented: 1. Use more right after a lesson, then they fade away unless/until they are revisited
2. I utilize the same skills through Responsive Classroom. 3. Not specific to Second Step.
In question #5, respondents were asked to comment on the Responsive Classroom
technique, which is also used in the two schools surveyed. In this question, they were asked to
38
rate how often they use a morning meeting a week, which is a key component to Responsive
Classroom. Table 9 shows how often teachers are using this part of the program.
Table 9
Question #5: Please rate how many times a week you conduct a morning meeting
following the Responsive Classroom method.
Times a Week
Morning Meeting is
Used
Number of
Respondents
Percentage of
Responses
0 times a week 8 24.2%
1-2 times a week 7 21.2%
3-4 times a week 5 15.2%
5 or more times a
week
13 39.4%
Copyright Kastanek
According to the table, over one-third of those surveyed responded that they conduct a
morning meeting 5 or more times a week. Almost one-quarter said that they do not conduct
morning meetings. One-third reported that they conduct them either 1-2 times or 3-4 times in the
week. Of those who responded that they do not conduct morning meetings, 5 further commented
that they do not use them because they do not apply to their position. Two other people who
responded that they do not use them commented: 1. Limited time to do a full meeting so hold
segments of a meeting instead: modified message, movement breaks, sharing, games, etc. 2. The
pressure to teach reading and make progress is too great to spend 30 minutes socializing.
Multiply 30 min X 5 days a week and that's 150 min a week, or 600 (10 hours) of instruction a
39
month. One person who responded that they use the morning meeting 5 or more times a week,
commented: It helps get all the students on the same page. I like that they can get a sense of a
"fresh start" and notice that others care.
Finally, the survey also asked the respondents to rate how much of an effect the
Responsive Classroom techniques have on the social and emotional learning that occurs in their
classroom. Table 10 shows what level of effects were chosen and at what frequency.
Table 10
Question #6: Rate how much of an effect you believe the Responsive Classroom techniques
(morning meetings and other classroom climate methods) have on social/emotional learning in
your classroom.
Level of Perceived
Effect
Number of
Respondents
Percentage of
Responses
No effect 1 3%
A small effect 6 18.6%
Neutral 8 24.2%
A great effect 18 54.5%
Copyright Kastanek
The table shows that half of those surveyed feel there that the Responsive Classroom
technique has a great effect on the social and emotional learning in their classroom. One-third
felt that there was either a small effect or felt neutral about the effects of this program. One
person responded that they saw no effect in their classroom from Responsive Classroom. Of
those who felt neutral on the effect of the program, two commented further: 1. Used to do this
but time has become an issue...now use other ways to teach/model social and emotional learning
40
in the classroom throughout the day. 2. Again, it's built throughout the day. In addition, one of
the people who felt there was a great effect felt from the techniques went on to comment: I am a
firm believer!
41
Chapter V: Discussion
The purpose of this study is to determine if there is a research supported need for social
and emotional learning in elementary school children. In addition, the programs used in the
Amery School district for social and emotional education were evaluated in terms of their ability
to increase student learning, school engagement and positive social behavior.
The research was a non-experimental design and utilized an anonymous survey
distributed to all of the PreK-6th
grade staff at the Elementary and Intermediate schools of Amery
Wisconsin. 37 of the 58 possible respondents completed the survey. The survey was 10
questions long and attempted to answer the following questions related to this research project:
1. Is there a significant need, due to the impact on academic success, for social and
emotional education?
2. Are the programs being used by the elementary teachers in Amery, Wisconsin in line
with what research dictates effective social and emotional education programs
contain?
Once the survey was completed, the answers were evaluated both qualitatively and
quantitatively. The answers were evaluated quantitatively for how often each response was
selected. Respondents were also able to comment on each question and those responses were
analyzed qualitatively.
Limitations
This study was limited by a number of factors. First, the data collection depended upon
staff members taking the time to voluntarily fill out the survey. In addition, because the
observation of social and emotional learning is subjective, the data could be affected differences
in the various participants and skew the results of the survey. Also, teachers were asked to report
42
how often they use the prescribed programs to help with social and emotional learning, but it was
impossible to determine how often and or effectively the programs were being implemented.
Finally, guarding the anonymity of the participants was a key component to the data collection
procedures, but it might also have changed the results of the survey. For instance, there was no
way to know what position the respondent held and how that changed their answer unless they
revealed such information in the comment section.
Conclusions
The first question of this study was if there a significant need for social and emotional
education. In the literature, it was pointed out that an estimate of 40 to 60% of high school
students become disengaged or disinterested from school and not participate to their fullest
potential either academically or socially. This number does not include those who drop out
completely (Durlak, Dymnicki, Pachan, Taylor, Schellinger & Weissberg, 2008, p. 3). In
addition if students remain in the classroom without learning positive social and emotional skills,
they become a distraction to others and impede learning for others. (Bloodworth, Walberg,
Weissberg & Zins, 2007, p. 3).
Also, in the survey given to the Amery teachers, there was a clear need for social and
emotional education due to an increase of issues seen in students’ daily behavior. Of those who
responded, 84% felt that the level of need for such education has increased since they began
teaching. This shows that students are coming to the school with fewer and fewer social skills
and it is the duty of the school to make up this gap so it does not affect academic performance.
In addition, the educators who responded that over three-quarters of them are seeing issues with
Attention Deficit Disorder, Emotional and Behavioral Disorders, family change and bullying.
43
These issues must be addressed or they will change the effectiveness of the classroom for all of
the students.
The second question of this study was if social and emotional education impact the
academic performance of elementary aged students. There were several studies found in the
literature that made a strong connection between social and emotional education and academic
success. In each of the studies found, the main reason given for this is that children who
understand how to behave socially, solve problems effectively and are not impeded by emotions
they cannot control are more ready to remain in and learn from a traditional classroom setting.
In the study by Dr. Steven Eliot, he summarized:
There is an empirical and practical rationale for educators to invest time in teaching
children pro-social behaviors such as cooperation, assertion, self-control, responsibility,
and empathy. Increases in these behaviors clearly result in decreases in problem
behaviors and increases in academic performances for most students (Elliot, 1992, p. 34).
Clearly the lack of social and emotional education makes the ability to exercise such pro-
social behaviors less likely. Furthermore, the lack of such education in the school puts those
students who have not come from a home that emphasized such positive behaviors at a
significant disadvantage in the classroom. Therefore, it is our duty as teachers to attempt to level
the playing field for all of our students by providing everyone with the same social and
emotional education to give them the best chance for success.
In addition to the studies found in the literature linking academic success to social and
emotional competence, the survey given to the Amery teachers points to such a connection. In
one of the questions, teachers were asked to comment on how many times a day their
instructional time is interrupted by negative behaviors. Three-quarters of the teachers surveyed
44
responded that such behaviors interrupt classroom teaching time between 1-2 and 3-4 times a
day. This is a significant loss of valuable instruction time. Also, the same teachers reported
using both timeouts in the office, take a break walks and/or suspensions as a method of dealing
with disruptive behaviors. These techniques, although necessary sometimes, cause further loss
of instruction time for students with behavioral issues. Finally, the majority of respondents also
indicated they use daily behavior charts and meetings with parents, principals, student success
teams and special education staff to deal with students having issues in these areas. These
techniques all take valuable teacher time away from instruction and classroom planning that
could be used for the betterment of all of the students rather than just a few.
Finally, this research project attempted to determine if the programs being used by the
elementary teachers in Amery, Wisconsin in line with what research dictates effective social and
emotional education programs contain. Social and emotional learning is broken down in to five
components that relate to one another: self awareness, social awareness, self management,
relationship skills, and responsible decision making (Durlak et al., 2008, p. 4). Both the Second
Step Program and the Responsive Classroom approach are comprised of these components. The
information in the literature revealed that both programs have stood up to experimental studies of
their effectiveness. Pilot studies of K-8th
grade students receiving the Second Step instruction,
showed a great increase in knowledge about social and emotional skills than those in comparable
groups who did not receive the instructions (Committee For Children, 2002, p. 8). In support of
the Responsive Classroom approach, Dr. Elliot reports:
The Responsive Classroom was used regularly at Savin Rock with a representative
sample of students and was found to be associated with significantly greater gains in
students’ social and academic functioning than in students from a comparison school
45
where no social problem-solving or social skills curriculum was operating (Elliot, 1992,
p. 33).
In addition to the empirical evidence that these programs are an effective way to provide
social and emotional education, the survey given to the Amery teachers also points to their
effectiveness. Over half of the teachers surveyed reported seeing students use the skills taught in
the Second Step program throughout the school day. In addition, 54% believe that the
Responsive Classroom technique has a great effect of the behavior of their students. Clearly
most of the Amery teachers feel that these programs have some added value to the school
curriculum.
The only issue with the programs that came out in the survey was how they are being
implemented. 77% of the educators reported using the Second Step program 1-2 times a week
rather than the 2-3 times a week recommended by the creators of the program. There were also
20% of the respondents who said they do not use the program at all in a given week. This was
somewhat explained by a few of the respondents who indicated they have not been trained in the
use of the program, however, this is a high number for a program that needs a school-wide buy in
to be effective. In addition, the survey revealed that only 30% of the educators are using the
morning meeting component of the Responsive Classroom technique. This component is crucial
to setting the classroom environment and is a key to the success of this technique. Again, a few
of the respondents went on to comment that they were either not trained in Responsive
Classroom or were not in a classroom where a morning meeting would be appropriate.
However, there was also a response that a morning meeting was a waste of valuable instruction
time due to its social nature.
46
Recommendations
Based on the findings of this study, the following recommendations were made:
1. There is a clear link between social and emotional learning and academic success
therefore, inclusion of such programming should continue in the Amery School District.
2. The Second Step Program is an effective tool for increasing social and emotional skills
and has all of the researched based components of an effective program. It must be
implemented by all Pre-K- 5th
grade teachers with fidelity. This means that the program
should be used at least 2 times a week by all classroom teachers. Currently, it has been
suggested that teachers get through the prescribed curriculum by January. This
recommendation needs to change so that they program is being used as recommended by
the creators. This would mean that students would receive consistent social and
emotional education and practice of such skills throughout the year.
3. The Responsive Classroom technique has also been proven to be an effective tool to
increasing social and emotional skills. This technique also needs to be implemented with
fidelity. Teachers need to be reassured of the importance of this social aspect of
classroom time and encouraged to see it as added value instead of wasted time.
4. Staff development training needs to be provided for new staff with both of these
programs. In addition, teachers who are familiar with these programs, need ongoing
training on why they are necessary, how to use them effectively and what the crucial
components are. Such opportunities could be given during in-service days and summer
months. Grant monies could be utilized to provide such opportunities. This training
needs to include classroom teachers, special education teachers, administration and
47
support staff so that all staff members are familiar with the importance of such
programming and how to use the programs available in the Amery School district.
48
References
Blum, R. (2005). School connectedness: improving the lives of students. John Hopkins
Bloomberg School of Public Health, Baltimore, Maryland.
Committee for children. (2002). Review of research: The importance of teaching social-
emotional skills. http://www.cfchildren.org/media/files/Second%20Step%20G1-
3%20Review%20of%20Research.pdf Retrieved on: 11/11/10
Durlak, J., Dymnicki, A., Pachan, M., Payton, J., Schellinger, K., Taylor, R., & Weissberg, R.
(2010). Collaborative for Academic, Social and Emotional Learning (CASEL).
http://www.casel.org .Retrieved on: 10/22/2010.
Elias, Maurice. (2003). Academic and social emotional learning. Educational practices.
International Bureau of Education.
Northeast foundation for children. (2010). Responsive classroom: Creating safe, challenging,
and joyful elementary classrooms and schools. www.responsiveclassroom.org. Retrieved
on: 12/05/10.
Elliot, S. (1999). A multi-year evaluation of the responsive classroom approach: Its
effectiveness and acceptability in promoting academic and social competence.
University of Madison, Madison, Wisconsin.
Elliot, S. (1992). Caring to learn: A report on the positive impact of a social curriculum.
Northeast Foundation for Children. Greenfield, Massachusetts.
Elliot, S. (1995). The responsive classroom approach: Its effectiveness and acceptability.
University of Madison, Madison, Wisconsin.
Merrell, K., Juskelis, M., Tran, O. & Buchanan, R. (2008). Social and emotional learning in the
classroom: Evaluation of strong kids and strong teens on social-emotional knowledge
49
and symptoms. Journal of Applied Psychology, 24(2). Retrieved from
http://japps.haworthpress.com
Peyton, J., Weissberg, R., Dymnicki, A., Taylor, R., Pachan, M. & Schellinger, K. (2008,
December). The positive impact of social and emotional learning for kindergartener to
eight grade students. Collaborative for Academic, Social and Emotional Learning
(CASEL).
Rimm- Kaufman, S. (2006). Social and academic learning study on the contribution of the
responsive classroom approach. Manuscript submitted for publication, Department of
Education, University of Virginia, Charlottesville, Virginia.
Stern, R. (2010). Social and emotional learning: What is it? How can we use it to help our
children? NYU Child study center. Retrieved on: 10/22/10.
Zins, J., Bloodworth M., Weissberg, R. & Walberg, H. (2007). Cultivating the fertile grounds:
Enhancing and extending the scientific base of social and emotional learning. Journal of
Educational and Psychological Consultation, 17 (2-3), 211-218.
Merrell, K., Juskelis, M., Tran, O. & Buchanan, R. (2008). Social and emotional learning in the
classroom: Evaluation of strong kids and strong teens on social-emotional knowledge
and symptoms. Journal of Applied Psychology, 24(2). Retrieved from
http://japps.haworthpress.com
Peyton, J., Weissberg, R., Dymnicki, A., Taylor, R., Pachan, M. & Schellinger, K. (2008,
December). The positive impact of social and emotional learning for kindergartener to
eight grade students. Collaborative for Academic, Social and Emotional Learning
(CASEL).
50
Rimm- Kaufman, S. (2006). Social and academic learning study on the contribution of the
responsive classroom approach. Manuscript submitted for publication, Department of
Education, University of Virginia, Charlottesville, Virginia.
Stern, R. (2010). Social and emotional learning: What is it? How can we use it to help our
children? NYU Child study center. Retrieved on: 10/22/10.
Zins, J., Bloodworth M., Weissberg, R. & Walberg, H. (2007). Cultivating the fertile grounds:
Enhancing and extending the scientific base of social and emotional learning. Journal of
Educational and Psychological Consultation, 17 (2-3), 211-218.
51
Appendix A: Survey Distributed to the Amery Elementary and Intermediate School Staff
Members about Social and Emotional Learning
1. On a scale of 1-4, how important do you feel social emotional learning is for
your students?
1: not important
2: somewhat important
3: very important
4: crucial to student success
Comments:
2. Do you feel the need for social emotional education is increasing since
you began teaching?
need is less
need is the same
need is greater
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Comments:
3. Please rate how many times a week you use the Second Step curriculum.
0 times a week
1-2 times a week
3-4 times a week
5 or more times a week
Comments:
4. How often do you notice your students using the strategies taught in the
Second Step curriculum?
0: never
1: rarely
2: often
3: quite often
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4: regularly
Comments:
5. Please rate how many times a week you conduct a morning meeting
following the Responsive Classroom method?
0 times a week
1-2 times a week
3-4 times a week
5 times a week
Comments:
6. Rate how much of an effect you believe the Responsive Classroom
techniques (morning meetings and other classroom climate methods) have
on social/emotional learning in your classroom.
no effect
a small effect
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neutral
a great effect
Comments:
7. Check the social/emotional issues arise in your classroom. (Check all
that apply)
Family change (divorce, separation)
ADD
Bullying
Isolation from peers
Death of a significant family member
EBD (emotional behavioral disorders)
Autism
Comments:
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8. How often do these issues interrupt your classroom instruction time?
0 times a day
1-2 times a day
3-4 times a day
5 or more times a day
Comments:
9. What resources do you use to deal with social/emotional issues?
Guidance counselor
Principal meetings
Parent meetings
SST or TAP meetings
Special education case workers (as applicable)
Comments:
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10. What techniques do you use for disruptive behaviors of students with
social/emotional learning issues?
Daily behavior charts
Weekly behavior charts
Take a break walks with a helper
Time outs in the classroom
Time outs in the office
Loss of recess
Suspension (in or out of school)
Comments:
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Appendix B: UW-Stout Implied Consent Statement
for Research Involving Human Subjects
Consent to Participate In UW-Stout Approved Research
Title: Social and Emotional Learning in Elementary School Children
Investigator:
Jana Kastanek
1st Grade Teacher
Lien Elementary, Amery, WI
(715) 268-8396
Research Sponsor:
Dr. James Lehmann
Description:
The objective of this thesis will be to study the benefits of including social/ emotional
instruction in an elementary school curriculum. I will research the results of including
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such instruction in the areas of academic success, social development, classroom
management, behavior modification and classroom environment. I will also research
the current programs available for social/emotional instruction and compare them to the
Second Step Curriculum, which the School District of Amery currently uses in the
elementary grades.
Risks and Benefits:
I do not anticipate that there are any risks involved for the subjects completing the
survey and participating in my research project. The survey will be confidential and
volentary.
Students are coming to school with an increasing need for social/emotional instruction.
As educators, we must address this need if we are to be successful in other areas of the
curriculum. The benefits of the study are that the results will be shared with the
participants so they are more aware of what activities are occuring in our district in the
area of social/emotional instruction.
Time Commitment:
This survey is ten questions long and can be completed online. It is simple to fill out
and should not take more than ten minutes of the participant’s time.
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Confidentiality:
The surveys will be done anonymously. I will share the overall results with the staff so
that they can be used for staff development, but specific names will not be available.
Your name will not be included on any documents. I do not believe that you can be
identified from any of your answers to the survey or in my research paper.
Right to Withdraw:
Your participation in this study is entirely voluntary. You may choose not to participate
without any adverse consequences to you. However, should you choose to participate
and later wish to withdraw from the study, there is no way to identify your anonymous
document after it has been turned into the investigator.
IRB Approval:
This study has been reviewed and approved by The University of Wisconsin-Stout's
Institutional Review Board (IRB). The IRB has determined that this study meets the
ethical obligations required by federal law and University policies. If you have questions
or concerns regarding this study please contact the Investigator or Advisor. If you have
any questions, concerns, or reports regarding your rights as a research subject, please
contact the IRB Administrator.
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Investigator:
Jana Kastanek
1st Grade Teacher
Lien Elementary, Amery, WI
(715) 268-8396
Advisor:
Dr. James Lehmann
IRB Administrator.
Sue Foxwell, Director, Research Services
152 Vocational Rehabilitation Bldg.
UW-Stout
Menomonie, WI 54751
715-232-2477
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Statement of Consent:
By completing the following survey you agree to participate in the project entitled,
Social Emotional Learning in Elementary School Children.
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Appendix C: Approval Form from the Institutional Review Board
November 30, 2010
Jana Kastanek
Dear Jana,
In accordance with Federal Regulations, your project, “Social and Emotional Learning in Elementary
School Children” was reviewed on November 18, 2010, by a member of the Institutional Review Board
and was approved under Expedited Review through November 17, 2011.
If your project involves administration of a survey or interview, please copy and paste the following
message to the top of your survey/interview form before dissemination:
If you are conducting an online survey/interview, please copy and paste the following message to the top
of the form:
“This research has been approved by the UW-Stout IRB as required by the Code of Federal
regulations Title 45 Part 46.”
Responsibilities for Principal Investigators of IRB-approved research:
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1. No subjects may be involved in any study procedure prior to the IRB approval date or after the
expiration date. (Principal Investigators and Sponsors are responsible for initiating Continuing
Review proceedings.)
2. All unanticipated or serious adverse events must be reported to the IRB.
3. All protocol modifications must be IRB approved prior to implementation, unless they are
intended to reduce risk.
4. All protocol deviations must be reported to the IRB.
5. All recruitment materials and methods must be approved by the IRB prior to being used.
6. Federal regulations require IRB review of ongoing projects on an annual basis.
Thank you for your cooperation with the IRB and best wishes with your project.
Should you have any questions regarding this letter or need further assistance, please contact the IRB
office at 715-232-1126 or email [email protected].
Sincerely,
Susan Foxwell
Research Administrator and Human Protections Administrator,
UW-Stout Institutional Review Board for the Protection of Human Subjects in Research (IRB)
CC: Dr. James Lehmann
*NOTE: This is the only notice you will receive – no paper copy will be sent.
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Appendix D: Email Distributed to Selected Staff Members Concerning the Survey about
Social and Emotional Learning
December 30, 2010
Colleagues,
I am currently in the process of completing my master’s in education program at the
University of Wisconsin, Stout. As part of my final class, I am required to conduct a research
project on a current issue facing educators. I choose to research social and emotional learning in
elementary classrooms and how it impacts behavioral and academic progress. Specifically, I
studied the effects on behavior and academic performance in relation to the Second Step and
Responsive Classroom programs. As part of the study, I have created a survey to collect data on
how the classroom teachers, classroom aides, special education teachers and administration in
our district use and view the effects of these programs. I am sending you this email as a request
for you to complete this 10 question survey by following this link:
http://www.surveymonkey.com/s/ZCLPWVH This survey is completely voluntary and all
responses will be anonymous. Please complete the survey by January 14th
, 2011.
I am attempting to collect as many responses as possible, so I am sending out this email
to all support staff, classroom and special education teachers and administration. Please feel free
disregard this note if you do not have any experience with the Second Step and Responsive
Classroom programs and to only respond to the questions that apply to you.
For more information on my research project, please read the attached, “Implied Consent
Form”.
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Thank you in advance for your time and I truly appreciate your input and candor in this
matter!
Jana Kastanek
1st Grade Teacher
Lien Elementary
