Social–Emotional Competence: An Essential Component for Building Self-help Skills in Elementary Students

Abstract

Purpose: The purpose of this qualitative multicase study was to describe the challenges elementary teachers experience as they attempt to have students use positive social and emotional skills throughout the school day based on the five social and emotional learning (SEL) competencies framework (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) of the Collaborative for Academic, Social, and Emotional Learning (CASEL). Additional purposes of this study were to determine the support teachers need to have students use positive social and emotional skills daily and to explore the benefits of teaching social and emotional skills to students.

Methodology: This multicase study involved interviewing 11 kindergarten–second-grade elementary teachers in public school districts in Kern, San Bernardino, and Marin Counties, California. The qualitative method chosen allowed the description of instruction in social and emotional skills based on CASEL’s five SEL competencies framework.

Findings: The qualitative data yielded multiple challenges, needed supports, and benefits of teaching SEL to all students. Furthermore, data yielded information about how CASEL’s framework of SEL competencies can help struggling students who lack self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Nine identified themes, four significant findings, and one unexpected finding emerged from analysis of the semistructured interviews and artifacts.

Conclusions: When students lack social and emotional skills, elementary teachers play a critical role in developing the students’ mental health and well-being in the classroom, which affects other school settings and school culture. In addition, SEL benefits elementary teachers, students, staff members, and administrators when used faithfully by all stakeholders.

Recommendations: Based on this study’s conclusions, SEL cannot happen only at the school level. Therefore, public policymakers, state commissioners of education, educational managers, and school board officials must commit to providing the support that will allow changes to occur.