The Impact of Microlearning Professional Development on Educator Social and Emotional Competencies and Beliefs About Middle School Students’ Social and Emotional Learning

The COVID-19 pandemic disrupted educational experiences for students with extended school closures and social distancing during the 2020-2021 school year and beyond. School closures, social isolation, and societal issues impacted students and caused mental health challenges as well as behavioral issues in the classroom. This study explored the impact of educator social and emotional competencies (SEC) on social and emotional learning (SEL) in the classroom. Previous research on SEL has found benefits to student’s relationship skills, emotional regulation abilities, and increases in academic achievement. This action research study used a mixed method design to gather data from surveys, interviews, classroom observations, and reflection questions. The data was analyzed to understand educator perceptions on SEL, their own SEC, and the impact of microlearning professional development sessions on educator SEC. The findings demonstrated an increase to the participating educators’ SEC, which impact educator beliefs about SEL instruction, and the implementation of SEL in the classroom. This research highlights the need for educators to receive training on SEC, thereby impacting the SEL instruction in their classroom and the students who receive the instruction.