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This mixed methods study examined the effects of the implementation of an abbreviated SEL program, Caring School Community (CSC-A) on students’ attendance data, students’ office discipline referral data, and students’ perceptions of safety and well-being. School-based data for two groups of students, in 12 classrooms---from a K-8 school in a large Southern California district---were examined. The students in the intervention group received CSC-A for 15 weeks while the other group served as a comparison group. Qualitative results indicated that students who received 15 weeks of CSC-A reported higher perceptions of safety and well-being than students in the comparison group. Overall, there were no statistically significant findings for the effects of CSC-A implementation on students’ attendance, students’ office discipline referrals and students’ perceptions of safety and well-being. Limitations and areas for future research are discussed.
Advisor: | Hagans, Kristi |
Commitee: | Márquez, Patricia, López-Perry, Caroline |
School: | California State University, Long Beach |
Department: | Advanced Studies in Education and Counseling |
School Location: | United States -- California |
Source: | MAI 82/4(E), Masters Abstracts International |
Source Type: | DISSERTATION |
Subjects: | Educational psychology, Elementary education, Educational sociology, Middle School education |
Keywords: | Emotional learning, Caring School Community, Safety perceptions |
Publication Number: | 27835127 |
ISBN: | 9798684652639 |