Social-Emotional Learning as an Intervention Approach in a Junior High School

Date of Award

5-1-2025

Degree Name

Ed.D. in Leadership for Organizations

Department

School of Education and Health Sciences

Advisor/Chair

Aaliyah Baker

Abstract

Middle school represents a crucial turning point in adolescent development. During these formative years, students face unprecedented social, emotional, and academic challenges that can significantly impact their educational outcomes and personal growth. This research explores how one junior high school implements social-emotional learning (SEL) and Restorative Practice (RP) to support students through this critical transition. The study specifically examines the perspectives of the school interventionists - including teachers and counselors - who work directly with these programs. Recent evidence suggests that traditional educational approaches alone may not adequately address the complex needs of adolescent students. Young teenagers increasingly struggle with peer pressure, identity formation, and behavioral challenges both in and outside the classroom. These challenges have prompted schools to seek more comprehensive solutions that extend beyond academic instruction. While many schools have adopted evidence-based interventions (EBIs) focusing on SEL, the success of these programs heavily depends on the educators implementing them. Research indicates that implementation quality, rather than program design, often determines whether these interventions succeed or fail. This finding underscores the importance of understanding how frontline educators experience and sustain these initiatives. This study centers on a single junior high school, examining how its staff creates and maintains a supportive learning environment through SEL and RP. By focusing on the direct experiences of educational professionals, this research aims to provide valuable insights into the practical implementation of social-emotional support systems in middle school settings. The findings from this study will contribute to our understanding of how schools can better support adolescent development while maintaining academic excellence. This knowledge is particularly relevant as educational institutions continue to adapt their approaches to meet the evolving needs of their most vulnerable students.

Keywords

Education, Educational Psychology, Educational Theory

Rights Statement

Copyright 2025, author.

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