Document Type

Dissertation

Publication Date

2025

Abstract

This mixed methodology study analyzed the perceptions of middle school students at a rural middle school in the Southeast United States, as they experience social and emotional learning lessons. Data was explored through the lens of the subgroups of gender, grade level, and ethnicity in order to fully conceptualize the unique perspective of Black students. Through convenience sampling study participants were recruited from individuals who were currently participating in social and emotional learning lessons at the research site resulting in a total of 66 participants. Six case representatives were selected from those that participated in the survey for follow-up semi-structured interviews. Each study participant utilized a five-point Likert scale to provide their perception of the impact of social and emotional learning lessons. ANOVA and MANOVA tests were performed with the SPSS program for the subgroups of ethnicity, grade level, and gender. These calculations revealed only one area in which there was difference of perception. This was in the section on valuing for the ethnicity subgroups. This difference was explored in greater depth through the coding of the open-ended survey questions and participant interviews conducted for this study. In the final stage of data analysis, the thematic codes were organized into a theoretical model representing the relationships derived from the study data. The results of this study shed light on facilitating factors for success in social and emotional learning program implementation along with highlighting constraints and the role of identity in effectiveness.

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