Dissertations and Theses @ UNI

Availability

Open Access Dissertation

Abstract

This study explores the role of Social Emotional Learning (SEL) in enhancing executive function (EF) skills among elementary school students, with a particular focus on those facing high levels of adversity. The research was driven by three key questions: (1) Can SEL improve EF skills in young students? (2) Does SEL lead to faster development of EF skills compared to typical age-related expectations? (3) Which specific SEL strategies are most effective in promoting EF skills? Utilizing the "Transactional Model of Stress and Coping" by Lazarus and Folkman as a conceptual framework, this study examined how SEL interventions act as coping mechanisms within the classroom environment, influencing the development of EF skills. It suggests that while students with minimal adverse experiences tend to show steady growth in EF skills, those who face significant adversity may require targeted SEL strategies to achieve similar progress. A mixed-methods approach, including both qualitative and quantitative analyses, was used to assess the impact of SEL over a four-month period. The results aim to offer valuable insights into the ways SEL can address the challenges posed by adverse childhood experiences, ultimately contributing to more supportive and effective educational practices. This research sought to provide practical guidance for educators on implementing SEL strategies that not only enhance EF skills but also promote a positive and inclusive learning environment for all students.

Year of Submission

2025

Degree Name

Doctor of Education

First Advisor

Mason Kuhn, Chair

Object Description

1 audio file + 1 PDF file (x, 145 pages)

Language

en

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