Date

8-20-2026

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Erin Cooper Watson

Keywords

music education, Social-Emotional Learning, SEL assessment

Disciplines

Education | Music

Abstract

The purpose of this historical, secondary, qualitative study was to explore the evolution of integrating transformative Social-Emotional Learning in the music classrooms of Title I schools. The aim was to determine which social and emotional skills have been taught in the music classroom, what barriers have been encountered in integrating SEL, and which assessment measures have been used to evaluate the effectiveness of SEL integration. The CASEL model was used because it supports ongoing critical analysis to ensure students’ social and emotional needs are met. Music educators are uniquely poised to provide instruction to students and equip them with essential social and emotional skills that students need to be healthy adults. Because the music classroom is an ideal environment to integrate social and emotional learning, all schools should allocate funds for as many musical offerings as possible. This analysis of SEL emphasized the role of teachers in implementing transformative SEL in Title I music classrooms. The results showed that providing teachers with essential SEL training through pre-service and professional learning is crucial for teachers to recognize their own biases and for students to acquire the social and emotional skills needed to become civic-minded, healthy adults.

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