Social-Emotional Learning (SEL) Research

Explore Lower Charter School, located in the Flatbush neighborhood of Brooklyn, New York, brings together students from different ethnic backgrounds. The school is committed to providing students with the essential academic skills and critical thinking abilities that will enable them to excel in a college-preparatory high school. But, the COVID-19 pandemic presented challenges to students’ social-emotional learning (SEL) and math fluency. Socialization and peer interaction are diminished, which has a negative effect on students’ teamwork and problem-solving skills, both of which are crucial for math proficiency. The goal of this research article is to tackle this problem by delivering targeted interventions and activities that incorporate SEL principles and differentiated math instruction. Through the creation of a conducive and interactive learning environment, this paper intends to boost 3rd-grade students’ SEL and math skills, which in turn helps to reduce the adverse effects of the pandemic.

Problem Statement

The problem of practice in my research paper is the decrease in math performance of third graders at Explore Lower Charter School due to the COVID-19 pandemic consequences. This problem was established after considering the scores of students in math assessment and their academic records. The study showed a definite decline in math proficiency levels when compared to the earlier years, suggesting interventions that address the learning deficits amplified by the pandemic. The data enables one to visualize the problem and base the strategies on it, which helps to improve math proficiency among 3rd-grade students.

Possible Causes of the Problem

The math proficiency among third-grade students at Explore Lower Charter School is low for a variety of reasons. These causes have, therefore, resulted in learning gaps and student challenges in schools.

Primary Drivers

Disruption of In-Person Learning

The transition to the online and blended learning model has put a stop to the traditional face-to-face classroom setting, which is the cornerstone of hands-on math teaching, collaborative problem-solving, and immediate feedback. The absence of face-to-face interaction and tangible resources impaired the students’ engagement and their understanding of mathematical concepts.

Secondary Drivers

Reduced Instructional Time

The closures of schools, modifications of schedules, and disruptions of the academic calendar caused a decrease in instruction hours for math. Teachers are forced to focus on certain topics or topics, which may cause gaps in students’ foundational knowledge and skills.

Tertiary Drivers

Instructional Challenges in Remote Settings

Math teachers teaching in the blended learning environment face extra challenges. The need for teachers to manage new digital tools, educate students through virtual classrooms, and provide personalized instruction to address the diverse needs of students might have affected the effectiveness and quality of math instruction.

Root Cause Analysis Model: Five Whys

1. Why are 3rd-grade students’ math proficiency levels impacted by reduced socialization due to COVID-19?

Because students may have foundational skills in critical thinking, collaborative skills, and problem-solving, which are essential for math proficiency.

2. Why does reduced socialization hinder the development of critical collaborative skills?

Because opportunities for peer-to-peer learning and group work, which are essential for refining problem-solving strategies, are limited. It is also because they may not have developed sufficient social-emotional skills, such as resilience and perseverance, to tackle challenging math problems.

3. Why are opportunities for peer-to-peer learning and group work limited?

Because COVID-19 safety measures may have necessitated reduced in-person classroom activities and increased emphasis on individual work. It is also because there may be limited opportunities for practicing and developing these skills in the classroom environment.

4. Why have COVID-19 safety measures led to reduced in-person classroom activities?

Because of the need to maintain social distancing protocols and minimize physical interaction to prevent the spread of the virus, the current curriculum also prioritizes academic content over social-emotional learning (SEL), leading to a lack of dedicated time and resources for SEL activities.

5. Why is it crucial to address the impact of reduced socialization on math proficiency?

Developing strong social-emotional skills, including collaboration and communication, is integral to mastering mathematical concepts and achieving academic success, especially during periods of limited social interaction. Also, it is because there is not enough awareness of the significant impact of SEL on academic success, and there may be a need to reevaluate curriculum priorities to ensure a balanced approach to student development.

Literature Review

Studies have shown that the application of SEL in math instruction has yielded long-term positive effects on the academic and personal development of students. An investigation by Mahoney et al. (2021) showed that pupils who had SEL instruction in mathematics not only demonstrated better math achievement but also developed better social skills and self-regulation. These results indicate the possibility of the combination of SEL with educational activities, which can lead to parallel academic as well as social-emotional outcomes. Furthermore, a study by Mahoney et al. (2021) found that SEL programs in schools, including those that are integrated into math lessons, not only made a huge improvement in their academic performance but also in their social skills and emotional well-being, emphasizing the broad benefits of SEL integration across different subjects.

Many researches have dealt with the effects of the COVID-19 pandemic on students’ social-emotional wellness and academic performance, especially in the field of math. Studies on the effects of disruptions in conventional classroom settings and remote learning on students’ engagement, collaboration, and problem-solving skills show that remote learning has negative effects (Snodgrass, 2021). Decreased opportunities for peer interactions and reduced access to hands-on manipulatives and tools have made it impossible for the students to develop a deep understanding of mathematical concepts (Snodgrass, 2021).

The application of social-emotional learning (SEL) principles to math teaching has been seen as one of the ways that can influence students’ math competency and overall academic success. SEL covers a range of skills, such as self-awareness, self-management, social awareness, interpersonal skills, and making responsible choices. Through the direct teaching and application of these skills in the area of mathematics, students can acquire a growth mindset, perseverance, and resilience that are vital in helping tackle difficult math problems (Lugo, 2022).

Along with its academic outcomes, integrating SEL into math classrooms also helps to foster an accepting and fair environment among students. The study by Brackett et al. (2019) revealed that students from different backgrounds, including those from the lower economic groups and the marginalized, are often faced with more complex social-emotional issues that can affect their math achievement. Engaging SEL in math teaching allows for the creation of an inclusive environment, providing support for the social-emotional growth of the students and meeting the needs of diverse learners (Brackett et al., 2019).

Technology is a useful tool for integrating SEL into math instruction and other areas of learning. The use of edtech in the classroom has greatly expanded with teachers now able to utilize digital platforms, interactive simulations, and virtual learning environments to conduct math activities that emphasize social and emotional learning. Studies have proved that high-tech SEL interventions in math can make students more attentive, motivated, and collaborative (Friedman & Weisberg-Gold, 2021). An illustration of this is the online interactive problem-solving tasks that can facilitate communication and peer interaction as well as gamified math apps that can improve students’ self-regulation and determination (Friedman & Weisberg-Gold, 2021). Incorporating technology into SEL-oriented math instruction will allow for differentiation in the learning experience that is suited to the individual’s needs.

Professional development will be of great importance for teachers to successfully introduce SEL to their math teaching. Studies indicate that educators should receive training and support in order to increase their knowledge about SEL principles, approaches to teaching, and assessment approaches. Professional development programs that concentrate on SEL integration will make teachers well-equipped to foster classroom climate, give SEL activities, and introduce SEL-related discussions into math lessons (Glenn, 2022). Teachers are provided with support when challenges of incorporating SEL into mathematics instruction are encountered through collaborative professional learning communities and coaching opportunities.

One should take into account the fact that in order to achieve success in integrating SEL into math instruction, a systematic and long-term approach is required. School leadership and administrative support are fundamental to the establishment of a culture that appreciates and gives due SEL integration (James-Pinckney, 2022). Administrators can allocate resources, set clear targets, and provide continuous support to teachers that will help them during the implementation of SEL-inclusive math teaching. Moreover, engaging parents and caregivers in the process can also enhance the connection between home and school, thus creating a holistic approach to students’ social-emotional and academic growth (James-Pinckney, 2022). The collaborative relationships of the teachers, families, and community can be a comprehensive support program for the SEL and math learning of the students.

A number of recommendations have been given on how to connect SEL and math education successfully. Cooperative learning methods like group work and peer tutoring have been shown to raise students’ social skills, collaborative problem-solving proficiency, and math achievement (Varón, 2020). Integrating tasks that are related to real-life math and applying SEL skills in authentic situations can also be utilized to make the transfer of learning and deepen students’ comprehension of mathematical concepts possible (Varón, 2020).

While SEL needs to be connected to math teaching, it is also important to always strike a balance between the rigorous academic standards. SEL is not supposed to be a substitute or reduction of the core math curriculum. SEL integration must be done purposefully and intentionally, making sure that SEL activities and interventions are effectively incorporated into the course content and academic learning objectives (Balfanz & Brynes, 2021).

On the other hand, comparative studies of successful interventions in similar contexts have unveiled the promising results of SEL practices when they are integrated into math instruction during the pandemic. For instance, explicit instruction on social problem-solving skills like effective communication and collaboration increased students’ collective working capability on mathematics tasks, which eventually led to an improvement in math achievement (Ramirez et al., 2021). Also, providing students with options to engage in collaborative work within groups and to use digital platforms for virtual peer interactions have shown to be impactful strategies for both SEL competencies and math understanding (Ramirez et al. 2021).

The research findings, as well as the context of Explore Lower Charter School, bring the following change idea to the table: the integration of SEL and math lessons that focus on teamwork, communication, and problem-solving skills. This idea of change is in line with the goal of raising the SEL and math proficiency of 3rd-grade students in a SMART way. SEL programs like small group discussions, cooperative learning tasks, and real-world math problems can be implemented in classrooms to establish an environment that helps students grow socially and emotionally while at the same time boosting their math skills (Sugishita, 2019). Professional development programs will be created for teachers to provide the required information and skills for SEL integration into mathematics instruction (Sugishita, 2019).

To sum up, the literature shows that SEL principles have to be integrated with math instruction as a way of dealing with the problems of the 3rd-grade students that arise in the context of COVID-19 in relation to social-emotional learning and math proficiency. Through a balanced approach that combines SEL with academic content, as well as by implementing effective instructional strategies and providing professional development, Explore Lower Charter School would create a new and productive learning environment that will not only support students’ holistic development but also improve their math skills.

Driver Diagram

Aim

The aim is to improve 3rd-grade students’ social-emotional learning (SEL) and math proficiency in the classroom setting through targeted interventions and activities. By addressing both SEL and math skills, the goal is to create a comprehensive approach that enhances students’ overall academic and socio-emotional well-being.

Change Idea

The change idea is to introduce integrated SEL and math lessons that emphasize collaboration, communication, and problem-solving skills. By intertwining SEL principles with math instruction, the goal is to create a supportive and engaging learning environment that promotes students’ social-emotional development while enhancing their understanding and application of mathematical concepts (Allbright et al., 2019). This change idea recognizes the interplay between SEL and math proficiency, highlighting the importance of nurturing both aspects simultaneously.

Primary Driver

The primary driver for achieving the aim is to implement daily SEL activities in the classroom. These activities may include group discussions, cooperative learning tasks, and reflection exercises. By incorporating these practices, students have opportunities to develop and practice social-emotional skills, such as empathy, active listening, and collaboration. Creating a sense of belonging and community among students through these activities can contribute to a positive classroom climate, fostering a conducive environment for both SEL and math learning.

Secondary Driver

The secondary driver involves providing differentiated math instruction tailored to student’s individual learning needs and preferences. This includes incorporating hands-on activities, visual aids, and technology-enhanced learning tools into math lessons (Allbright et al., 2019). By utilizing various instructional strategies, teachers can engage students in active learning experiences that enhance their understanding and retention of mathematical concepts. Differentiating instruction allows for personalized learning, ensuring that students receive the necessary support and challenges to develop their math skills effectively.

Together, the primary and secondary drivers work in tandem to support the overall aim. The primary driver focuses on cultivating social-emotional skills and creating a sense of belonging, while the secondary driver addresses the specific needs of students’ math proficiency through differentiated instruction (Low et al., 2019). By implementing integrated SEL and math lessons and providing tailored instruction, the driver diagram aims to improve students’ social-emotional learning and math proficiency, ultimately enhancing their academic performance and well-being.

Theory of Improvement

SMART Goal

By the end of the school year, 80% of 3rd-grade students will demonstrate improved math proficiency by at least one grade level as measured by standardized math assessments. This improvement will be achieved through the implementation of a comprehensive SEL curriculum integrated into daily classroom activities. The goal is specific in terms of targeting math proficiency and measurable by the criterion of at least one grade level improvement on standardized assessments. The SMART goal will be as follows:

Specific

The specific aspect of the SMART goal is focused on improving 3rd-grade students’ social-emotional learning (SEL) to enhance math proficiency. It clearly identifies the target audience (3rd-grade students) and the area of improvement (math proficiency). By narrowing down the goal to a specific grade level and subject, it provides clarity and direction for the intervention.

Measurable

The SMART goal is measurable by the criterion of at least one grade-level improvement in math proficiency as measured by standardized math assessments. This allows for the progress to be quantitatively tracked and evaluated. The use of standardized assessments provides an objective measure of students’ math proficiency, enabling comparisons before and after the intervention.

Actionable/Attainable

The SMART goal is aspirational and actionable by aiming for 80% of 3rd-grade students to demonstrate improved math proficiency. The goal sets a high standard for improvement, challenging students to reach higher levels of achievement (Wigelsworth et al., 2021). Allocating at least 30 minutes per day for explicit SEL instruction and integrating SEL principles into math lessons provides a clear action plan to attain the goal. The goal is designed to be attainable within the given context and resources of the school.

Relevant

The SMART goal is relevant as it addresses the impact of the COVID-19 pandemic on students’ social-emotional learning and math proficiency. It acknowledges the specific challenges faced by 3rd-grade students during this period and seeks to mitigate the negative effects. By integrating SEL principles into math instruction, the goal aligns with research that emphasizes the importance of socio-emotional development for academic success.

Time-bound

The SMART goal is time-bound, aiming to achieve the desired improvement in math proficiency by the end of the school year. This time frame provides a specific deadline for monitoring progress and implementing targeted interventions. Having a clear time-bound goal helps to create a sense of urgency and focus on timely action.

Theory of Improvement

To demonstrate improved math proficiency by at least one grade level through the implementation of targeted SEL interventions at Explore Lower Charter School, then there must be a strategic integration of SEL principles into math instruction and provision of comprehensive support for students’ socio-emotional development.

To achieve this goal, the first step is to integrate SEL principles into math instruction. By emphasizing collaboration, communication, and problem-solving skills within math lessons, students will experience a supportive learning environment that fosters their social-emotional development while enhancing their understanding and application of mathematical concepts. This integration will involve incorporating collaborative group work, meaningful discussions, and reflection exercises into math activities to promote a sense of belonging and community among students.

In addition, Explore Lower Charter School will provide comprehensive support for students’ socio-emotional development. Daily SEL activities will address key competencies such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These activities, including mindfulness exercises, self-reflection prompts, and character-building discussions, will create a positive and inclusive learning environment that supports students’ overall well-being and academic success.

To ensure effective implementation of targeted SEL interventions, teachers will receive professional development focused on integrating SEL into math instruction. This training will equip them with strategies to seamlessly incorporate SEL principles into their math lessons. Teachers will learn how to create a nurturing classroom culture, facilitate meaningful discussions, and promote positive student interactions that support both socio-emotional development and math proficiency.

Furthermore, Explore Lower Charter School will establish a system for ongoing monitoring and evaluation to measure student progress. Regular assessments will be conducted to track math proficiency and socio-emotional development, providing valuable insights for instructional adjustments. By closely monitoring student outcomes, the school can make data-driven decisions to optimize the integration of SEL and math instruction, further supporting students’ math proficiency improvement.

In general, to demonstrate improved math proficiency by at least one grade level through targeted SEL interventions at Explore Lower Charter School, there must be an integration of SEL principles into math instruction, provide comprehensive support for socio-emotional development, offer professional development for teachers, and implement ongoing monitoring and evaluation. By following this strategy, the school aims to promote students’ math proficiency while nurturing their socio-emotional well-being.

PDSA Cycle Plan

Selection of Change Idea

The selected change idea is to implement targeted Social-Emotional Learning (SEL) interventions for third-grade students at Explore Lower Charter School,

Aim

The goal of the change idea is to enhance math proficiency that has been affected during the COVID-19 pandemic. This change idea aligns with the school’s SMART goal of improving 3rd-grade students’ SEL to enhance math proficiency.

Figure 1: An example of a PDSA cycle plan in a diagram

Question 1: What steps are involved in implementing the targeted SEL interventions?

To implement the targeted SEL interventions, the following steps will be taken:

1. Step 1: Assess students’ current SEL needs and identify specific math skills that have been impacted by the pandemic. This assessment will be conducted using existing tools or measures already embedded in practice, such as SEL questionnaires and math assessments.
2. Step 2: Develop a comprehensive SEL curriculum that integrates math instruction. The curriculum will be designed by the SEL coordinator in collaboration with the math department (Hayes, 2022). It will include activities and resources that address students’ social-emotional development while targeting the identified math skills.
3. Step 3: Provide professional development for third-grade teachers on integrating SEL principles into math instruction. The professional development sessions will be facilitated by the SEL coordinator and math specialists. They will equip teachers with strategies to seamlessly incorporate SEL into their math lessons and create a supportive learning environment.
4. Step 4: Implement the SEL interventions within the math curriculum. Teachers will incorporate collaborative group work, discussions, reflection exercises, and other SEL activities into their math lessons. This integration will be done during regular math instructional time.
5. Step 5: Monitor and evaluate the effectiveness of the interventions. Data will be collected throughout the implementation process using existing tools and measures. This includes pre and post-assessments of math proficiency, SEL competency assessments, and teacher observations.

Question 2: What are the anticipated results and challenges of implementing the change idea?

Results

Expected results of implementing the targeted SEL interventions include:

Improved math proficiency: By integrating SEL principles into math instruction, students’ engagement, motivation, and confidence in math are expected to increase, leading to improved math proficiency.

Enhanced social-emotional skills: The targeted SEL interventions will nurture students’ self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, contributing to their overall social-emotional development.

Challenges

Expected challenges in implementing the change idea include:

Transitioning to a blended learning environment: Adapting the SEL interventions to a combination of in-person and remote learning may present logistical challenges. Teachers will need to ensure that SEL activities are accessible and engaging for both in-person and remote students.

Addressing individual student needs: Students may have experienced varied levels of academic and emotional impact during the pandemic. Differentiating instruction and support to meet each student’s unique needs will be a challenge that requires personalized attention and resources.

Question 3: How will evidence be collected to assess the impact of the change idea?

Evidence will be collected to assess the impact of the change idea through the following methods:

Pre and Post-Assessments: Students’ math proficiency in the targeted skills will be assessed using pre and post assessments aligned with the specific math skills addressed in the SEL interventions. These assessments will provide measurable evidence of students’ growth and progress.

SEL Competency Assessments: Regular assessments Continuous evaluations will be implemented at all levels of the students’ SEL competencies, using established scales or tools developed for the practice. The analysis will shed light on the social-emotional progress of students.

Teacher Observations: Teachers will get the records of students’ involvement, participation, and social-emotional growth during the SEL-integrated math lessons over time.

These observations will add the necessary qualitative data to the study and will be used to evaluate the effectiveness of the interventions. To do that, Explore Lower School Charter will apply such a detailed PDSA plan in order to help students who are in the 3rd grade make progress in their social-emotional learning and get better in math proficiency that was affected by COVID-19 (Low et al, 2019). The plan includes predictions about the expectations of the results and obstacles, descriptions of responsibilities and logistics, and listing methods for evidence collection using present tools or data collection that is embedded in practice.

Conclusion

In conclusion, this paper expounds on the significance of Social-Emotional Learning (SEL) interventions especially for third graders in the aftermath of the COVID-19 pandemic to bridge the gap in math proficiency. Explore Lower Charter has the goal of providing both the academic and socio-emotional needs of the students by incorporating the SEL principles into math instruction. The complex PDSA plan presented in this paper gives the necessary direction for the implementation of the interventions. This plan starts by assessing the students’ SEL needs, followed by the designing of an inclusive curriculum, the training of the teachers, and the ongoing monitoring and evaluation. The proposed outcomes are student competence in mathematics and the development of social-emotional skills among third-grade students. The paper takes into account the difficulties of the blended learning environment and particular individual student needs. It also provides solutions to the difficulties such as the strategies that the teacher may use to address them. Through the execution of the plan and the gathering of data that shows the contribution of the intervention to better academic results and healthier social and emotional state of the students, this research is adding knowledge to the increasing field of SEL interventions’ effectiveness. Ultimately, the findings from this research can inform educational practices and policies aimed at supporting students’ holistic development and ensuring their success in mathematics and beyond.

References

Allbright, T. N., Marsh, J. A., Kennedy, K. E., Hough, H. J., & McKibben, S. (2019). Social-emotional learning practices: Insights from outlier schools. Journal of Research in Innovative Teaching & Learning, 12(1), 35-52. https://doi.org/10.1108/JRIT-02-2019-0020

Balfanz, R., & Byrnes, V. (2021). Connecting Social-Emotional Development and Academic Indicators Across Multiple Years.

Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. N. (2019). RULER: A theory-driven, systemic approach to social, emotional, and academic learning. Educational psychologist, 54(3), 144-161.

Friedman, T., & Weisberg-Gold, H. (2021). Personalized Social-Emotional Learning.

Glenn, D. E. A. (2022). Social Emotional Learning: Teachers’ Perceptions and Understandings regarding the Five Social Emotional Learning Competencies (Doctoral dissertation, College of Saint Elizabeth).

Hayes, S. (2022). Social-Emotional Learning Strategies in Special Education: An Action Research Project on the Implementation of the RULER Approach to Support Social-Emotional Goals of Tier-3 Intervention Students.

James-Pinckney, T. (2022). The Effectiveness of Social Emotional Learning Amongst 3rd, 4th, and 5th Grade Students Ela and Mathematics Academic Achievement (Doctoral dissertation, South Carolina State University).

Low, S., Smolkowski, K., Cook, C., & Desfosses, D. (2019). Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time. Developmental psychology, 55(2), 415.

Lugo, D. (2022). How Social-Emotional Learning Impacts Education: A Multi-Dimensional Quantitative Approach (Doctoral dissertation, St. Thomas University). https://doi.org/10.1080/00461520.2019.1614447

Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., … & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128.

Ramirez, T., Brush, K., Raisch, N., Bailey, R., & Jones, S. M. (2021, August). Equity in social-emotional learning programs: A content analysis of equitable practices in PreK-5 SEL Programs. In Frontiers in Education (Vol. 6, p. 679467). Frontiers Media SA.

Snodgrass, J. (2021). The Impact of Targeted Social and Emotional Learning Strategies on Middle School Students’ Academic Achievement in Mathematics: A Quantitative Study (Doctoral dissertation, California Lutheran University).

Sugishita, J. L. (2019). Social-emotional learning (SEL) in a field course: Preservice teachers practice SEL-supportive instructional strategies. Journal of Inquiry and Action in Education, 10(1), 2. https://digitalcommons.buffalostate.edu/jiae/vol10/iss1/2

Varón, J. A. G. (2020). Effects of social and emotional learning (SEL) program on quality of classroom interactions and children’s academic and SEL outcomes: The significance of high quality of implementation (Doctoral dissertation, Fordham University).

Wigelsworth, M., Mason, C., Verity, L., Qualter, P., & Humphrey, N. (2021). Making a case for core components: New frontiers in SEL theory, research, and practice. School Psychology Review, 1-14. https://doi.org/10.1080/

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Write a 3,000- and 4,500-word Research Paper (Times New Roman – 12 font) about: **Improving 3rd Grade Students’ Social-Emotional Learning (SEL) to Enhance Math Proficiency affected during the COVID-19 Pandemic.

• Include a SMART GOAL
• Please use the “FIVE WAY” Smart Goal Protocol.
• Cite 15 journal articles from ERIC or other peer-reviewed articles recognized by universities/colleges.
• Include DRIVER DIAGRAM – Aim, Driver and Secondary Driver Model/Protocol, Change Idea
• Include a PDSA Plan with 3 questions for a plan of change idea
• Review the Attached PowerPoints for examples