Changing the configuration of learning experiences for paraprofessionals in social emotional learning

Abstract

This study aimed to understand paraprofessionals' knowledge in social emotional learning (SEL) in a public school district in the Northeastern United States. Many paraprofessionals do not have direct knowledge or training in social emotional learning and work with students with disabilities who require SEL support. Participants and data collected in Cycle 1 consisted of information gathering regarding training, professional development, and overall learning experiences. Action steps were designed, implemented, and evaluated in Cycle 2 to provide support for paraprofessionals and gain a deeper understanding of their learning needs. Two outlines of learning experiences and needs were produced that included multiple learning experiences, with problem centered social emotional learning experiences where a variety of participants could be present to create action steps that could be attempted and reproduced in the school environments.Evaluating the results of the action research study included in-depth interviews, a focus group where the action step was created, and finally a survey. Collaborators included special educators who provided critical feedback that assisted the outline creation. The study concluded that more knowledge for paraprofessionals in social emotional learning is required and that with various multiple learning experiences that are collaborative, and cyclical would be beneficial for paraprofessionals in grades kindergarten through 8 (K-8).--Author's abstract