| Title: |
What Do Parents Know about Social-Emotional Learning in Their Children's Schools? Gaps and Opportunities for Strengthening Intervention Impact |
| Language: |
English |
| Authors: |
Alison L. Drew (ORCID 0000-0002-3590-1269); Kimberly A. Rhoades (ORCID 0000-0002-2549-7602); J. Mark Eddy (ORCID 0000-0001-5847-3052); Amy M. Smith Slep (ORCID 0000-0002-6321-1740); Tia E. Kim; Cailin Currie |
| Source: |
Grantee Submission. 2024. |
| Peer Reviewed: |
Y |
| Page Count: |
9 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A210210 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Social Emotional Learning; Parents; Knowledge Level; Elementary School Teachers; Administrators; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Parent School Relationship; Barriers; Communication (Thought Transfer); Parent Participation; Intervention |
| DOI: |
10.1016/j.sel.2024.100065 |
| ISSN: |
2773-2339 |
| Abstract: |
Universal school-based social and emotional learning (SEL) programs have been shown to have a range of benefits for students. However, these programs tend to focus on students, not involving parents, which may limit their impact outside the school context. We conducted focus groups and interviews with 118 parents, 58 teachers, and 6 school administrators at six public elementary schools across the United States implementing the Second Step SEL program to determine (a) what parents want to know about SEL in their children's schools and why, (b) what parents actually know about SEL in their children's schools, and (c) educators' perspectives on SEL communication with parents. The findings suggest that school staff underestimate parents' interest in knowing what their children are learning in SEL at school and perceive logistical barriers to SEL communication with parents. Accordingly, many parents report lacking knowledge about SEL despite valuing that knowledge and wishing to support their children's SEL development. These findings point to ways SEL programs can be designed to better communicate with parents, and importantly, to facilitate parental engagement in the development of their children's SEL skills. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2024 |
| Accession Number: |
ED659950 |
| Database: |
ERIC |