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.
|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|
|Subjects:||Educational psychology, Elementary education, Educational sociology, Middle School education|
|Keywords:||Emotional learning, Caring School Community, Safety perceptions|
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