Promoting Social Emotional Learning Through A Professional Development Series In A Virginia High School: An Action Research Study

The implementation of Social Emotional Learning (SEL) allows educational personnel to collaboratively assume responsibility for each student’s development. Unsatisfactory with increased absenteeism, tardiness, and behavioral issues, as well as the lack of surrounding knowledge and skill for SEL implementation, warranted the implementation of this pilot professional development program. The intervention used resources from the Washington Office of Superintendent of Public Instruction’s online SEL modules and CASEL’s 3 Signature Practices Playbook. Mixed methods were used to identify participants' perceptions of SEL, changes in students’ attitudes and behaviors post-intervention, factors contributing to or inhibiting effective implementation, and the modality of the intervention as an effective form of professional development. Data analysis, which included descriptive statistics and manual coding, revealed participants were more knowledgeable and confident when implementing SEL strategies, observed increased student engagement and participation in both the strategies and during lesson activities and noted an increase in positive relationships and a decrease in behavioral issues. Participants also reported that the resources' availability and age-appropriateness contributed to implementation. Participants noted that allotting class time and perceptions of their colleagues were inhibiting factors to implementation. Based on the findings, recommendations include a district-wide approach for best practices, including sustained duration of professional development for all employees, use of the professional development bichronous modality, also known as hybrid virtual learning, and core components of effective professional development.