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The participants were selected to participate due to their behavioral data from last school year. These students were identified as students who had social-emotional needs by the teachers in the 20-21 school year. These students were selected out of all students with behaviors because their problem behaviors stood out as either being high in frequency or high in intensity.
Control Group

1st- Male- African American

1st-Male- Hispanic

1st-Male- Caucasian

1st-Female- African American

1st-Female- African American

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In this study primary students on a behavior plans participated in social-emotional learning intervention in small groups to teach students how to effectively manage their emotions and how to appropriately interact with their peers. Sanford-Harmony, allowed students to participate in social-emotional learning lessons where students learned about emotions and coping skills to manage emotions as well as how to appropriately interact with their peers. The entirety of the study spanned over 8 consecutive weeks, with 5 of the weeks implementing the intervention with the experimental group. During week 1 the researcher gathered data from the week prior to determine a baseline for where students were performing before the intervention. Beginning week 2 through week 7 the researcher began implementing Sanford-Harmony social-emotional lessons with students 1 time per week for 30 minute sessions.

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What has already been researched about this topic?

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What has already been researched about this topic?

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Of research studies that have been completed on the effectiveness of social emotional learning on student with problem behaviors there were themes that I identified to be imperative to support or dispute my hypothesis for my study: impact of behaviors within the classroom environment., impact of social emotional learning on students from low income families, and student’s perspective on social emotional learning curriculums.

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During virtual learning due to COVID-19, primary aged students lost the opportunity to learn and apply everyday social skills that create a cohesive learning environment with the interactions of their peers and school staff members during the school day. This prevented them from learning how to effectively use coping strategies to appropriately communicate and manage emotions. When our school decided to come back to full time in person learning in March of 2021, we saw an increase in problem behaviors in our primary Grade K/1 classrooms than in past years, as a direct result from the pandemic and lack of social-interaction.