The COVID-19 pandemic took a major toll on the mental health of students and teachers, especially low-income students. Historically, schools have supported student and teacher wellbeing through social and emotional learning (SEL), which is the process through which people develop social and emotional skills such as self-management and relationship skills. Drawing on interviews with teachers from across the United States, this study focuses on the impact of the COVID-19 pandemic on SEL implementation in Title I schools. Using CASEL's Guide to Schoolwide SEL as the basic SEL framework for schools, this thesis examines teachers' experiences of implementing SEL during the pandemic. This research finds that only schools that had fully integrated SEL into the school structure continued their SEL practices, while teachers created new SEL techniques and methods in response to the pandemic. Policy recommendations include integrating SEL into school structures and incorporating teacher voice and leadership into SEL planning and implementation.
Amara Cohen (Tue,) studied this question.