The Value of SEL Implementation. Using targeted Professional Development on Social and Emotional Learning for Teacher Implementation

This study explored the effects of targeted professional development on social and emotional learning (SEL) and its impacts on teacher practices and student engagement. Teachers at the high school are the subject of this study, through an exploratory needs analysis, reported a teacher lack of knowledge of the SEL content, student rise in discipline and counselor visits, and observed low or complete lack of engagement in classroom learning during and after the pandemic. The purpose of this research study was to work collaboratively with participants to provide targeted professional development in SEL, and participate in ongoing adult SEL with self-care for our teachers and modeling for instructional delivery of content, in order to examine the relationship between SEL and increased teacher and student engagement. This study was a design-based school improvement study conducted by the researcher as a member of the organization and a co-design team made up of other members within the same organization, using the design methods of Mintrop (2016) and also incorporating design processes and elements of action research. Key findings were that targeted SEL professional development increased perceived levels of teacher delivery of instruction, that students were more engaged in the SEL lessons by participation in the discussion, that adult SEL lessons are a critical component to professional learning and implementation of that learning, and that adults need the self-care for themselves as well as the students.