Date
6-19-2024
Department
School of Education
Degree
Doctor of Philosophy
Chair
Sara Capwell Geary
Keywords
social-emotional learning, restorative practices, self-awareness, self-management, social awareness, relationship skills, responsible decision-making
Disciplines
Education
Recommended Citation
Huntley, Jai'Eisha, "A Causal Comparison Study of Social-Emotional Learning at Private Elementary and Middle Schools With and Without Restorative Practices After Covid-19" (2024). Doctoral Dissertations and Projects. 5717.
https://digitalcommons.liberty.edu/doctoral/5717
Abstract
The purpose of this study was to conduct a quantitative, causal-comparative study to determine if there was a significant difference in social-emotional learning between students at elementary and middle private schools with and without restorative practices after COVID-19. There is limited research investigating the integration of social-emotional learning and restorative practices and their effects on private elementary and middle school students. This study was important to pinpoint whether integrating social emotional learning and restorative practices has a significant benefit on student’s self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The study includes 128 students from grades three-eight. Students were selected from two K-eight grade private schools in northeastern North Carolina. These students took the Social Skills Improvement System Social Emotional Learning assessment to determine their level of social emotional learning proficiency. A two-way ANOVA was used to analyze if there were any significant differences in student’s self-awareness, self-management, social awareness, relationship skills, and responsible decision-making between students at elementary and middle private schools with and without restorative practices after COVID-19. The results indicate there are no significant differences in student’s five social emotional learning competencies between students at elementary and middle private schools with and without restorative practices after COVID-19. Based on these findings, it is recommended that more research be conducted on the integration of social emotional learning and restorative practices in private elementary and middle schools over a period of three years to collect longitudinal data.
