Despite recurring arguments over the course of a century, intentional education geared toward the whole child in schools has not occurred (Khalsa & Butzer, 2016; Sabey, 2019). Consequently, children often emerge from high school exhibiting sufficient academic content knowledge applicable towards a successful career path, but lack social emotional skills essential for the development of optimal mental health and well-being (Butzer et al., 2016). Birth to age eight is precisely the time when the foundation of the whole child originates and when the building blocks for future academic success and social emotional well-being are established (NAEYC, 1986; Copple & Bredekamp, 2009). As a result of an existing gap underlining early elementary educator perceptions and experiences of social emotional learning (SEL), the purpose of this study was to discover the perceptions and experiences of full-time lead educators and paraprofessionals who teach SEL in Kindergarten through Second grade classrooms. Data was collected through a qualitative multiple-perspective case study design using a semi-structured interview process. Interview transcripts were analyzed and coded using a within-case analysis. Data analysis led to the development of seven themes: (1) Defining SEL, (2) Preparedness in Teaching SEL, (3) Barriers of SEL, (4) Educator Roles and Responsibilities, (5) High Priority of SEL, (6) SEL as a Positive Influence/Impact on Students, and (7) Evidence of SEL Skills. The findings of this study suggest that educators in K-2 classrooms (1) place SEL as a high priority in their classrooms, (2) perceive that SEL has a positive impact and influence on students based on observations, and (3) indicate how barriers such as under preparedness and lack of support inhibit SEL teaching in their classroom whereas positive school culture and pertinent resources greatly assist in effective facilitation of SEL.
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Prospective Students
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Faculty and Staff
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Current Students
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Alumni and Friends