Exploring Social-Emotional Learning Challenges and Solutions in Rural School Environments
Faculty Mentor(s) Name(s)
Dr. Ashley Taylor
Abstract
Social-emotional learning is the development of interpersonal skills and emotional regulation (Whitmore et al., 2019). Teachers play significant roles in their students’ social-emotional development (Villaseñor et al., 2017). Meeting these social-emotional needs leads to positive outcomes regarding mental health, interpersonal relationships, and academic performance (Davies et al., 2021). Students whose needs are not met may experience negative outcomes in academic performance, peer relationships, and emotional development. In rural communities, there are unique obstacles that may obstruct meeting these social-emotional needs. Investigations from Nichols et al. (2017) suggest that the challenge of providing social-emotional support is accentuated in rural communities due to the lack of resources like counselors. Solutions have been recognized in the literature. For example, promoting the social-emotional development of teachers is an essential step for creating the environment children need for learning (Mitchell, 2020). CASEL, a leading organization in advocating for social-emotional programs, has identified programs that could be implemented. CASEL (2013) notes different classroom approaches to teaching social-emotional learning, ways to track implementation, and more features for programs. Many of the programs were practiced in samples in suburban or urban locations. Rural schools may face issues when it comes to social-emotional learning programs, as it is not as accessible as it may be in urban schools (Zolkoski et. al, 2021). Lack of personnel trained in teaching social-emotional learning could lead to execution issues (Zolkoski et. al, 2021). Although there is literature about the barriers for rural schools, there is still a dearth of literature exploring potential obstacles in rural communities such as negative perceptions of social development (Shahat et al., 2020). This literature review will explore the existing literature on this topic, identify potential barriers to socio-emotional development in rural schools, and provide insights into possible solutions.
Start Date
27-3-2024 9:00 AM
End Date
27-3-2024 9:50 AM
Location
Magnolia Ballroom
Exploring Social-Emotional Learning Challenges and Solutions in Rural School Environments
Magnolia Ballroom
Social-emotional learning is the development of interpersonal skills and emotional regulation (Whitmore et al., 2019). Teachers play significant roles in their students’ social-emotional development (Villaseñor et al., 2017). Meeting these social-emotional needs leads to positive outcomes regarding mental health, interpersonal relationships, and academic performance (Davies et al., 2021). Students whose needs are not met may experience negative outcomes in academic performance, peer relationships, and emotional development. In rural communities, there are unique obstacles that may obstruct meeting these social-emotional needs. Investigations from Nichols et al. (2017) suggest that the challenge of providing social-emotional support is accentuated in rural communities due to the lack of resources like counselors. Solutions have been recognized in the literature. For example, promoting the social-emotional development of teachers is an essential step for creating the environment children need for learning (Mitchell, 2020). CASEL, a leading organization in advocating for social-emotional programs, has identified programs that could be implemented. CASEL (2013) notes different classroom approaches to teaching social-emotional learning, ways to track implementation, and more features for programs. Many of the programs were practiced in samples in suburban or urban locations. Rural schools may face issues when it comes to social-emotional learning programs, as it is not as accessible as it may be in urban schools (Zolkoski et. al, 2021). Lack of personnel trained in teaching social-emotional learning could lead to execution issues (Zolkoski et. al, 2021). Although there is literature about the barriers for rural schools, there is still a dearth of literature exploring potential obstacles in rural communities such as negative perceptions of social development (Shahat et al., 2020). This literature review will explore the existing literature on this topic, identify potential barriers to socio-emotional development in rural schools, and provide insights into possible solutions.