Praxis Thesis

This praxis study examines the critical role of educators in implementing Social and Emotional Learning (SEL) curricula, highlighting the need for teachers to possess socioemotional and sociocultural competencies. Drawing on ongoing research involving educators, administrators, and school curricula, it identifies key factors influencing successful SEL delivery, including administrative support and the school calendar’s structure. The study further examines the importance of culturally responsive and trauma-informed approaches, particularly in diverse and marginalized educational settings. It underscores that the well-being and competencies of educators significantly impact the effectiveness of SEL initiatives. Collaborative strategies involving mental health professionals are recommended to support students and teachers better. In the current educational landscape, the findings highlight the growing relevance of SEL in fostering resilience, equity, and holistic development. Overall, the research advocates for personalized, inclusive, and systemically supported SEL implementation that meets the diverse needs of school communities.