Praxis Thesis

In this study, I investigate the experiences of educators implementing a Social Emotional Learning (SEL) curriculum in an independent school. My study emphasizes how important teacher pedagogy is to promoting successful SEL instruction and influencing favourable student outcomes. Additionally, my study outlines critical elements that support the effective integration of SEL throughout a school community by referencing both original research and previously published works. In particular, I emphasize how crucial it is for administrators and teachers to communicate openly and honestly to promote coherent strategies for SEL implementation. I  also look at the difficulties of SEL implementation, as identified by the participating teachers, including restricted instructional time. Finally,  my study highlights the increased interest among teachers in creating a more immersive SEL environment—one that permeates everyday interactions and school culture in addition to scheduled sessions. Through examining the topics mentioned above, I hope to offer perspectives and suggestions for enhancing SEL procedures, encouraging a school-wide dedication to kids’ social and emotional growth.