Dissertation
CARING CLASSROOMS: ALTERNATIVE HIGH SCHOOL TEACHERS’ PERCEPTIONS OF SOCIAL AND EMOTIONAL LEARNING AND IMPLICATIONS FOR FUTURE LEARNING
Washington State University
Doctor of Education (EdD), Washington State University
07/2025
DOI:
https://doi.org/10.7273/000007925
Abstract
This qualitative case study examines alternative high school teachers’ perceptions of social emotional learning, its role in supporting at-risk students, and the systemic factors affecting implementation. Grounded in Nel Noddings’ Ethic of Care, the study explores how teachers define SEL, how care informs their practices, and the barriers they face. Findings reveal that teachers view SEL as a relational process encompassing emotional regulation, relationship-building, and ethical development. While educators prioritize trust and culturally responsive approaches, systemic barriers--limited time, inadequate training, and competing demands--hinder implementation and increase emotional strain. Recommendations include embedding SEL into instruction, expanding professional learning, and fostering systemic commitment to SEL that prioritizes both student and teacher well-being. These findings contribute to SEL scholarship by centering teachers’ voices and advocating for equity-driven, trauma-informed SEL.
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Details
- Title
- CARING CLASSROOMS
- Creators
- Donald A. Rumsey Jr.
- Contributors
- Shannon M Calderone (Chair)Sharon Kruse (Committee Member)Kathleen Cowin (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- College of Education
- Theses and Dissertations
- Doctor of Education (EdD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 231
- Identifiers
- 99901297594401842
- Language
- English
- Resource Type
- Dissertation