On the Emotional Toll and Tensions of Doing Socioemotional Work in an Urban Setting
Keywords:socioemotional learning, emotionality of K-12 teachers, urban elementary schools, equity, case study
In this critical qualitative case study, I explored the implementation of a P-6 urban elementary school’s SEL program (SEL+). Through analyzing a combination of classroom observations, two in-depth interviews, and artifact collection, this study illuminates two themes: how reflexivity leads to heightened self-awareness among school personnel, the emotional labor that occurs consequently, and secondly, the ongoing challenges teachers and administrators face as they implement SEL praxis (and SEL+) in their schools, including the continued use of deficit-laden language and policing of students’ bodies. The study aims to inform and add to the growing field of SEL in public educational contexts as a way for administrators, educators, and preservice teachers to better serve their students. Attending to SEL’s implications for trauma-informed personnel and their (emotional) needs, it also provides additional significance to the growing work of equity possibilities and limitations within a SEL context. Recommendations for future implementations are also included.
How to Cite
Copyright (c) 2023 Journal of Trauma Studies in Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Upon publication articles are immediately and freely available to anyone, anywhere, at any time. All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License. All articles are permanently available online. The final version of articles may be posted to an institutional repository or to the author's own website as long as the article includes a link back to the original article posted on OJED.