Integrated Social and Emotional Learning in a Full-Service Community School Model: Challenges and Strategies to Succeed

Abstract

Social and emotional learning has great potential to prevent social, emotional, and behavioral problems that children may experience and to contribute to their overall positive development (Greenberg et al., 2003). School-based, universal social and emotional learning programs have been shown to be effective for the general student population and for higher risk populations (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Diekstra, 2008). While school-based, universal social and emotional programs are expected to benefit students by providing them opportunities to develop important social and emotional skills, not all programs are successful in producing positive outcomes (Diekstra, 2008). This is likely due to limitations with the design and implementation of these programs (Hallfors & Godette, 2002), which has been characterized as “decontextualized” (Hoffman, 2009, p. 539). A more comprehensive and integrated approach to social and emotional learning is warranted, such as embedding social and emotional learning within a community school model, a model that attends to the context in which children learn and develop. Little research to date has explored the integration of social and emotional learning and community schooling. In this qualitative study, semi-structured interviews and focus group interviews were conducted and relevant documents were analyzed to 1) describe the ways in which teachers and administrators integrated social and emotional learning across the school environment within a full-service community school, and 2) identify the factors that may have influenced the implementation of social and emotional learning programs and practices in the context of a community school. Findings indicate that a number of strategies were used to implement a comprehensive, integrated model of social and emotional learning, including fostering a positive school climate and culture by highlighting social and emotional learning in school expectations and norms, providing structures in the environment to scaffold and support social and emotional learning, and developing positive relationships; engaging the parent community with regard to social and emotional learning, focusing on explicit social and emotional learning instruction, and integrating social and emotional learning into curricular design and instructional practices. At the same time, there were significant barriers to implementing social and emotional learning, including the number of initiatives and programs in place simultaneously, the high rate of turnover in staff, poor communication, and insufficient support from leadership. Findings also showcased some factors that supported the implementation of social and emotional learning, including the prioritization of staffing to support the social and emotional well-being of students, as well as teachers’ positive attitudes and beliefs toward social and emotional learning and students’ social and emotional well-being and success. Important implications for research and practice are discussed.