Date
4-29-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Janet Vosen
Keywords
social-emotional learning, SEL, social cognitive theory, middle school, COVID-19
Disciplines
Education
Recommended Citation
Thurman, Stephen, "Teachers’ Perceptions of Social-Emotional Learning of Special Education Middle School Students" (2026). Doctoral Dissertations and Projects. 8318.
https://digitalcommons.liberty.edu/doctoral/8318
Abstract
The purpose of this hermeneutic phenomenological study was to understand the influence COVID-19 and related shutdowns had on middle school special education students' social-emotional learning based on teachers lived experiences at a middle school in north Georgia. At this stage in the research, the influence COVID-19 and related shutdowns had on middle school special education students' social-emotional learning was generally defined as how student social-emotional learning has changed since the COVID-19 pandemic. The theory guiding this study was social cognitive theory, as this theory closely aligns with the topic of the importance of social-emotional learning and how students attain social-emotional learning. The central research question was: what were the lived experiences of middle school teachers in addressing their students' social/emotional needs? The research design was a hermeneutic phenomenological study based on one middle school in North Georgia. Individual interviews, journal prompts, and a focus group were utilized to obtain data. Moustakas' modified version of the Van Kaam Method was used to analyze data collected. Themes noted during the study were communication, social skills, and technology influences. The results indicated teachers perceived a negative influence on students’ SEL skills post-COVID-19.
