Abstract
<p>The purpose of this study was to understand how educators perceive their role with meeting the social and emotional needs of students, as well how educators and students experience participation in a school-based social emotional learning (SEL) program, with particular focus on the experience of educators and students participating in the Jesse Lewis Choose Love Enrichment Program. As part of this analysis, educators and students were asked to share their views regarding the implementation of this particular SEL program. Data were collected through a qualitative multiple case study design. Study participants were invited to share their views through individual and small group semi-structured interviews. Interview transcripts along with other data sources (program artifacts, classroom observations, demographic surveys) were analyzed and coded. The coded data presented the following themes: Perceived Role of SEL in Schools, Purpose of SEL Instruction, SEL Implementation Requirements, and Benefits of SEL. The findings of the study suggest the following: Educators view SEL as playing an important role in schools, while educator opinions regarding who should deliver SEL instruction vary; Educators and students alike view SEL Instruction as having a multi-faceted purpose that is critical to supporting students; Educators and students feel that schools must meet various implementation requirements in order for an SEL program to be successful; SEL programming offers a vast array of benefits for both educator and student participants.</p>
