Diving into elementary social studies instruction: What teachers report is happening

This mixed-methods analysis explores the self-reported instructional practices of elementary social studies teachers through a statewide survey of Michigan elementary teachers and administrators. We focus specifically on how much instructional time teachers report devoting to social studies compared to how much they would ideally like to teach and how the reported amount of instructional time varies across grade levels and school contexts. Using a framework of teacher-decision making, we analyze teachers’ responses about how and what to teach in social studies education. Lessons from the study help surface challenges, barriers, and opportunities for elementary social studies education. We found that while teachers often cite “lack of time” as the central reason for neglecting social studies, other factors tell a more complete story. We conclude with implications for practice and policy for this critical subject area.