Abstract
A survey study was conducted to examine teachers’ knowledge, perceptions, and practices regarding social and emotional learning (SEL) in the classroom. Teachers from two states (N = 263) provided a range of responses regarding how to promote SEL in their classrooms, increase the effectiveness of SEL, and reduce barriers to implementation. Results indicated that many teachers believe that SEL is important, schools should take an active role, receiving training/support from a variety of professionals would be helpful, and current academic demands decrease the opportunity for SEL. In addition to broadening the very limited research in this area, this study provides important new information regarding teachers’ knowledge and practices of SEL in classrooms. This information is useful to school psychologists, other specialists, and administrators in helping set the stage for establishing social–emotional learning practices in schools.
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