Perceptions of Social Emotional Learning Needs in High Poverty Schools

Year 2018, Volume: 5 Issue: 1, 42 - 53, 23.04.2018

Margaret M. Generali Olcay Yavuz , Jennifer Parzych

Abstract

This paper explores the perceived social
emotional learning needs of students in high poverty schools. Social emotional
learning (SEL)is recognized within the literature as critical to success in
school and in life. Emergingwork supports the acquisition of a SEL skillset
within grades kindergarten through twelve (K-12) schools. This survey examines the perceptions of
social emotional needs as reported by students, parents and school faculty members
across four different high poverty schools in the USA.Findings provide
effective strategies and valuable data for school leaders, educators, and
counselors in addressing the
social emotional needs of urban students.

Keywords

Leadership and Social Emotional Learning, Urban Education, School Counseling

References

• Wiessberg, R. P.& Cascarino, J.(2013).Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95(2): 8-13.
• Williams, T. T.& Sanchez, B. (2011). Identifying and decreasing barriers to parent involvement for inner-city schools. Youth and Society, 45(1), 54-74.
• Zins, J. E., Walberg, H. J., &Weissberg, R. P. (2004). Getting to the heart of school reform: Social and emotional learning for school success. NASP Communique´, 33(3), 35.