The effects of CASEL based SEL lessons on a middle school science classroom

Abstract

Middle school years are often filled with significant academic, social, emotional, and routine based changes for many students. These struggles were exacerbated by COVID-19, which caused major gaps in social, emotional, and academic development. The purpose of this mixed-methods study was to determine if content-based bellringers could be replaced with social emotional learning discussions to improve three areas of student success in a middle school science classroom: social and emotional success, behavioral success, and academic success. To understand the changes in student success, a control and treatment unit were compared to one another. During the treatment unit, the typical content-based bellringers were replaced by SEL prompts and discussions. Pre- and post-assessment data were collected for both units, Likert student reflection surveys were conducted at the end of both units, observational behavior data was collected during both units, and a student questionnaire was completed at the end of the study. The assessment data indicated a decrease in academic growth throughout the treatment unit compared to the control unit, while both behavioral data and responses to the questionnaires and surveys suggested the treatment unit had no significant impact on social and emotional, or behavioral success in the classroom. Multiple students reflected that although they thought the SEL discussions were useful, they didn't learn anything that they didn't already know. Additionally, the lack of content-based bellringers seemed to significantly impact their academic success in a negative way. Based on both qualitative and quantitative data, it appears that replacing content-based bellringers with SEL discussions is not a justifiable way to implement SEL in a middle school classroom.