Integrating Social-Emotional Learning In Classroom Management: Benefits And Challenges Among Elementary Teachers

This study explored the experiences of elementary teachers in integrating Social-Emotional Learning (SEL) into classroom management. Specifically, it aimed to examine their perceptions of the benefits and challenges of SEL integration, as well as the strategies they employ to navigate these experiences. Adopting a phenomenological approach, the study sought to deeply understand the lived experiences of the 12 teacher participants who engaged in in-depth interviews (7 participants) and focus group discussions (5 participants). Using a semi-structured online interview protocol and a coding technique for data analysis, several essential themes occurred. Investigating the lived experiences of teachers integrating SEL in learning uncovered core themes Building Emotional Awareness Through Daily Routines, Strengthening Teacher-Student Relationships, and Empowering Students' Voices and Emotional Expression. Exploring the benefits and challenges of SEL integration included three themes Enhancing Student Engagement and Reducing Behavioral Issues, Lack of Time and Institutional Support, and the Impact of Teacher Beliefs and Attitudes on SEL Integration. On the insights drawn from the study two interconnected themes emerged SEL as a Foundation for Holistic Education and the Need for Continuous Professional Development. From an educational management perspective, the study revealed key implications such as the importance of Institutional Support, Strategic Implementation of SEL Policies, and Empowering Teachers Through Collaboration and Autonomy. These findings highlight the critical role of school leaders and policymakers in cultivating school environments that support meaningful SEL integration.