Effects of Social Emotional Learning

Date of Award

Winter 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Courtney LaLonde


The purpose of this study was to investigate the effect of teacher-led social and emotional learning (SEL) lessons on the ability of fifth grade students to engage in respectful conversations. Twenty-eight fifth grade students attending an elementary school in the Midwest participated in a videotaped conversation assessment session before and after receiving SEL instruction. They participated in a skills survey to rate their own ability to engage in respectful conversations, also before and after receiving SEL instruction. The investigator took observational notes during SEL instruction and practice. Based on the collected data, a consistent schedule of SEL lessons and practice sessions increased both conversation skills and students’ perception of those skills. Before receiving SEL instruction, students were inconsistent in reporting their typical conversational behaviors. They had lower instances of displaying conversational skills. After receiving SEL instruction and practice opportunities, students’ reports on their own abilities were a much closer match with reality. They displayed increased skill usage during conversations. When implemented with fidelity, an SEL curriculum that provides explicit instruction, modeling, and practice can have a positive impact on students’ ability to engage in respectful conversations.

Abstract only: No full text available.