All our children are left behind : a qualitative case study examining secondary educators’ perceptions on social emotional learning programming and implementation as a trauma-informed care approach.
| dc.contributor.advisor | Scott, Lakia. | |
| dc.creator | St. Cyr, Ha'Wanna, 1985- | |
| dc.date.accessioned | 2024-07-17T14:16:22Z | |
| dc.date.available | 2024-07-17T14:16:22Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T14:16:22Z | |
| dc.description.abstract | There is a critical need for implementing social emotional learning (SEL) curricula in K–12 schools to mitigate the impacts of trauma that scholars face daily. Trauma, including school shootings, poverty, bullying, and abuse, is at crisis levels among America’s scholars (NCSEA, 2019). The absence of a holistic and mandated SEL curriculum has neglected scholars’ basic and psychological needs (Alexander, 2021; Seddio, 2017). Disproportionalities in dropout ratings, the prevalence of viral videos showcasing verbal and physical abuse, and behavioral infractions among scholars of color underscore the importance of a balanced curriculum aligned with understanding scholars’ social and emotional needs (Wardekker, 2001; Raimundo et al., Watson et al., 2020). The goal of the study was to understand the implementation practices of an SEL curriculum as a trauma-informed care (TIC) approach. The TIC Framework guided this qualitative case study and acted as the pedagogical tool to evaluate how the curriculum mitigated the impacts of trauma. Additionally, this study sought to examine the shifts, if any, made in district policies as a result of implementing the SEL curriculum. Instructional and non-instructional educators from a secondary Houston-area public charter school district served as participants in this study. Data was collected using interviews, observations, and documents, which through analysis, revealed four key themes: training is vital, SEL lessons proactively influenced scholars’ behavior, scholars were reluctant to participate based on lesson timing (instructional only), and increased involvement and more positive classroom and campus practices. The findings indicated that SEL was perceived to influence scholars’ behavior positively, but implementation requires more extensive training. Scholars showed reluctance to participate in lessons, but engagement improved as educators made lessons more relatable. Implementation was inconsistent, revealing gaps in policy and stakeholder collaboration. The findings highlight the need for a balanced learning approach that incorporates the SEL curriculum and calls for greater inclusion in policy and practice. Recommendations include (a) the need for parents’ and families’ inclusion in curricular planning and instruction, (b) cross-sector collaboration within campus routines and procedures, (c) implementation of unified policies, and (d) progress monitoring and creation of systems to ensure the consistency of SEL curricular implementation. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12847 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | All our children are left behind : a qualitative case study examining secondary educators’ perceptions on social emotional learning programming and implementation as a trauma-informed care approach. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2025-08-01 | |
| local.embargo.terms | 2025-08-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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