Abstract
There exists a need to explore educators’ initial experiences of working to establish Social and Emotional (SEL) pedagogies like Restorative Practices (RP) at elementary school level to help avoid slippage in implementation and inform and sustain long term positive change within school communities. Adopting a social ecological perspective, the purpose of this qualitative study was to explore educators’ experiences of establishing SEL pedagogies in an elementary school with at-risk students. Utilizing interviews, focus group, and researcher field notes, 14 educators were asked to reflect on their understandings and ongoing experiences of SEL continued professional development and implementation of restorative practices. Applying inductive and deductive analysis, three themes emerged: Establishing the Significance of SEL through CPD; Putting SEL into Practice; and Realities of Establishing SEL. The insights of educators highlight where gaps existed and further support was required in order to incorporate the wider community and the fundamental role and influence of family in development of their students. Compared with the quantitative methodologies that have dominated SEL literature, qualitative methods help elicit the nuanced contextual opportunities and challenges educators experience when it comes to understanding and practically implementing SEL pedagogies holistically. Key words: social and emotional learning, continued professional development, pedagogy, restorative practices, high-needs students.
Highlights
Research and practice involving the successful integration of Social and Emotional Learning (SEL) continues to be in sharp focus with educational researchers, policymakers, and practitioners (Garcia & Weiss 2016; Jones et al, 2019b; Oberle et al, 2016)
This study analyzed the experiences of educators in establishing SEL pedagogies in an elementary school with at-risk students
All members of the Social and Emotional Learning Team (SELT) participated in out of school workshops. They returned to Clonkeen and facilitated the rest of the staff in professional development focusing on the use of Restorative Practices (RP): “I was sent to a training for trainers
Summary
Research and practice involving the successful integration of Social and Emotional Learning (SEL) continues to be in sharp focus with educational researchers, policymakers, and practitioners (Garcia & Weiss 2016; Jones et al, 2019b; Oberle et al, 2016). Within schooling, this process involves, but is not limited to, teachers implementing pedagogies which develop students’ cognitive regulation, emotional processes, social/interpersonal skills, character, and mindset (Jones et al, 2017). Establishing such pedagogies in schools to promote SEL requires a longitudinal approach to bring about cultural change (Morrison, Blood & Thorsborne, 2005). Such important work by teachers is all too often impeded by a lack of time, cultural and contextual sensitivity, ineffective design and implementation of pedagogies, limited training, struggles with conflict management, and a lack of support for teachers’ wellbeing (Blyth et al, 2019; Kaynak Elcan, 2020).
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