Term
Spring 2020
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Jennifer Carlson and Kelly Killorn
Content Expert
Brian Dean
Abstract
Educational research suggests that the development of social-emotional skills for elementary aged students positively impacts academic progress. The social-emotional skills include self-awareness, self-management, social-awareness, ability to build and maintain healthy relationships, and responsible decision-making. Yet, less research exists around the positive impacts of social-emotional learning (SEL) in the high school setting. The goal of this project was to identify ways to increase high schoolers’ social and emotional skills in order to help students manage the barriers that negatively impact engagement and achievement. This project reviewed the following research-based methods for improving students’ social-emotional skills: Zones of Regulation, Second Step, Responsive Classroom, Teaching Tolerance, and ONEder. It incorporated the most important aspects of each curriculum into one scope and sequence to be used within a high school social studies classroom setting. The review showed that while SEL benefits adolescent learners, continued research is needed at the high school level.
Keywords
Community Building, Curriculum, Motivation
Recommended Citation
Gonzalez, John, "SEL in the High School Social Studies Classroom" (2020). School of Education and Leadership Student Capstone Projects. 452.
https://digitalcommons.hamline.edu/hse_cp/452
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects