Social-Emotional Learning: Evaluating the Impact of SEL Programs on Teachers' Well-Being and Student Outcomes
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Authors
Tenesha McDuffie
Issue Date
2025
Type
Thesis
Language
en_US
Keywords
Alternative Title
Description/Abstract
Background: Educator well-being and social-emotional competency play an important role in creating healthy, supportive learning environments in Title I schools. Even with the growing emphasis on student SEL, limited research explores how adult SEL training impacts teacher well-being and classroom climate in underserved school communities. The purpose of this study was to evaluate the impact of implementing a SEL framework module training series on Title I teachers.
Methods: A mixed-methods approach was used, involving pre–post surveys, reflective activities, and qualitative feedback from educators in a Wake County Public School.
Results: Results indicated no statistically significant changes in major and minor infractions, or overall school climate following SEL implementation; however, unexcused absenteeism significantly increased from pre- to post-intervention. Coding data suggested that while teachers grew in their SEL strategies and perceived personal benefits, these early-stage improvements did not show in the in-student behavior or school climate.
Conclusion: These findings suggest that SEL implementation may require a longer time frame to produce noticeable results. Continued research is needed to evaluate the long-term impact of adult SEL training on teacher well-being and student functioning in Title I settings.