Project Title
Exploring the Challenges and Successes of Social-Emotional Development In Rural Schools
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, especially when it comes to modeling behavior (Villaseñor et al., 2017). They also provide positive learning environments, give warmth and support, and facilitate cooperative learning. Meeting these social-emotional needs not only leads to positive outcomes regarding mental health and interpersonal relationships, but it also leads to better academic performance for many years to follow (Davies et al., 2021). Students’ whose social-emotional needs are not met may experience lower academic performance, negative peer relationships, and impede on their development of emotional skills. In rural communities, there are unique obstacles that may keep these social-emotional needs from being met. Recent investigations from Nichols et al. (2017) suggests that the challenge of providing sufficient social-emotional support is accentuated in rural communities due to the lack of resources such as counselors, or school psychologists who are trained to assist students and provide support within the school environment. However, there is a dearth of literature exploring other types of potential obstacles that exist 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.
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, especially when it comes to modeling behavior (Villaseñor et al., 2017). They also provide positive learning environments, give warmth and support, and facilitate cooperative learning. Meeting these social-emotional needs not only leads to positive outcomes regarding mental health and interpersonal relationships, but it also leads to better academic performance for many years to follow (Davies et al., 2021). Students’ whose social-emotional needs are not met may experience lower academic performance, negative peer relationships, and impede on their development of emotional skills. In rural communities, there are unique obstacles that may keep these social-emotional needs from being met. Recent investigations from Nichols et al. (2017) suggests that the challenge of providing sufficient social-emotional support is accentuated in rural communities due to the lack of resources such as counselors, or school psychologists who are trained to assist students and provide support within the school environment. However, there is a dearth of literature exploring other types of potential obstacles that exist 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.
Exploring the Challenges and Successes of Social-Emotional Development In Rural Schools
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, especially when it comes to modeling behavior (Villaseñor et al., 2017). They also provide positive learning environments, give warmth and support, and facilitate cooperative learning. Meeting these social-emotional needs not only leads to positive outcomes regarding mental health and interpersonal relationships, but it also leads to better academic performance for many years to follow (Davies et al., 2021). Students’ whose social-emotional needs are not met may experience lower academic performance, negative peer relationships, and impede on their development of emotional skills. In rural communities, there are unique obstacles that may keep these social-emotional needs from being met. Recent investigations from Nichols et al. (2017) suggests that the challenge of providing sufficient social-emotional support is accentuated in rural communities due to the lack of resources such as counselors, or school psychologists who are trained to assist students and provide support within the school environment. However, there is a dearth of literature exploring other types of potential obstacles that exist 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.
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, especially when it comes to modeling behavior (Villaseñor et al., 2017). They also provide positive learning environments, give warmth and support, and facilitate cooperative learning. Meeting these social-emotional needs not only leads to positive outcomes regarding mental health and interpersonal relationships, but it also leads to better academic performance for many years to follow (Davies et al., 2021). Students’ whose social-emotional needs are not met may experience lower academic performance, negative peer relationships, and impede on their development of emotional skills. In rural communities, there are unique obstacles that may keep these social-emotional needs from being met. Recent investigations from Nichols et al. (2017) suggests that the challenge of providing sufficient social-emotional support is accentuated in rural communities due to the lack of resources such as counselors, or school psychologists who are trained to assist students and provide support within the school environment. However, there is a dearth of literature exploring other types of potential obstacles that exist 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.