In this qualitative study, I interview ten classroom teachers in PK-12 schools about their experiences in guiding social emotional learning (SEL) with their students in a remote learning format using technology. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL) “SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel, and show empathy for others, establish, and maintain supportive relationships, and make responsible and caring decisions” (CASEL, 2021, para 1).The teachers in this study had experience with incorporating SEL in their physical classrooms prior to the COVID pandemic but were charged with continuing such instruction in an online fashion during COVID lockdowns or quarantine situations. What lessons can be learned from their experiences in facilitating SEL at a distance that might help the field better understand how students learn and integrate SEL principles whether online or in person? How might these lessons prepare educators for teaching SEL in online education environments in the future (e.g., with homeschooled children)? What sorts of technology should be used in best practices for teaching SEL? The study presents a thematic analysis the interviews and provides implications for practice. Theoretically, the study is guided Geesa, Robbins, and Shively’s (2022) “o-SEL” model for training educators to facilitate (SEL) in PK-12 online environments.
PresentersMichael Valdez Raffanti
Dean, School of Education, Antioch University, Washington, United States
Social Emotional Learning; Distance Learning; PK-12 Education