| Summary |
Schools and educators are expected to meet the social, emotional, and behavioral needs of students while they provide instruction on academic subjects. An emphasis on social-emotional instruction is especially critical for students affected by poverty (Trella, 2020). The increase in mental health problems in youth and adults points to the need for social, emotional and behavioral support, as does the demand from workforce leaders for employees who have strong intra- and inter-personal skills. In the short-term, implementing social-emotional learning (SEL) instruction and interventions are shown to improve students' attitudes about themselves, their relationships, and school. A focus on SEL skills also improves school climate and increases students' academic performance (DePaoli, Atwell, and Bridgeland, 2017). As school systems across North Carolina have implemented Multi-Tiered System of Support (MTSS) programs, most educators and school leaders have first focused on academic measures and interventions. In many districts, including Whiteville City Schools, in which this study is conducted, there is an increased necessity to address students' social and emotional learning skills due to the negative effects of poverty on students' emotional and mental health. Students identified as at-risk because of their behaviors require intensive social, emotional and behavioral interventions to be able to make appropriate academic and social progress. This study focuses on a problem of practice: the need for research-based social, emotional, and behavioral interventions for at-risk elementary students and the evaluation of a summer program as an intensive tier 3 social-emotional intervention for rising fourth and fifth grade male students. This study utilizes the Model of Improvement and the Plan-Do-Study-Act (PDSA) Cycle presented by Langley (1996), evaluates the impact of this intervention program, and provides a research-based model for other schools with similar needs. |
