Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

John Harrison

Committee Member

Marcia O’Neil

Committee Member

Kimberly Durham

Keywords

Social-Emotional Learning (SEL), Middle School Education, High-Needs Schools, Emotional Regulation, Academic Outcomes, Behavioral Interventions, Teacher Perceptions, Implementation Challenges, Trauma-Informed Practices, Equity in Education, SEL Integration, Culturally Responsive Teaching, School Climate, SEL Curriculum, At-Risk Youth

Abstract

This study addressed the inconsistent implementation of social-emotional learning in high-needs middle schools, a concern for educators, leaders, and families seeking to support student success and well-being. The purpose of this qualitative case study was to explore the implementation of social-emotional learning in a high-needs middle school using interviews and a focus group to gain insight into how educators perceive its impression on academic achievement and student behavior. This study was grounded in the theoretical framework of the literature emphasizing the role of social-emotional learning in promoting academic achievement, improving student behavior, and supporting effective teacher implementation, which supports integrating pioneered social-emotional learning policies and academic needs based on behavioral psychology guided by the CASEL framework. Data was collected from a sample of ten middle school educators who had experience implementing social-emotional learning, using individual interviews and a focus group of five participants, and was analyzed through thematic coding to address the research questions. Triangulation for this study was achieved by comparing data from individual educator interviews, a focus group discussion, a document review, as well as existing literature to validate findings and enhance the credibility of the results.

The results of the analysis revealed that educators viewed SEL as essential for student success, but identified challenges with consistent implementation, limited training, lack of administrative support, time constraints, and the need for culturally responsive strategies in five emerging themes: the need for stronger administrative and leadership support, ongoing and targeted professional development, integration of culturally responsive practices, limited time and competing academic demands, and a lack of consistent implementation across classrooms. The results led to the conclusion that effective SEL requires ongoing professional development and school-wide commitment, and the recommendation that schools invest in structured training and leadership support to sustain SEL practices. This study contributed to improving middle school education by helping school leaders, teachers, and policymakers understand the practical needs and barriers in SEL implementation, leading to more effective support for students’ academic and behavioral development.

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