Feasibility of evidence-based social and emotional learning in prairie Canadian schools
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Date
2021
Authors
Kilborn, Kayla
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Abstract
This study examined the opportunities and barriers for implementing evidence-based Social and Emotional Learning programs in Prairie Canadian Schools. Teachers from Manitoba, Saskatchewan and Alberta were recruited via e-mail and social media to fill out a survey on SEL feasibility. This survey consisted of five feasibility related domains: 1) attitudes about SEL, 2) knowledge about SEL, 3) job stress 4) resources for implementing SEL and 5) SEL practices. Results indicated that Prairie Canadian educators were already implementing SEL informally in their classroom through diverse instructional techniques. Linear Regression analysis indicated that participant’s positive attitudes about SEL significantly predicted increased perceived feasibility for evidence-based SEL implementation. Additionally, Binomial Logistic Regression indicated that both increased knowledge and access to resources predicted increased SEL practice by Prairie Canadian educators. Content analysis and constant comparison method (from Grounded theory) was used to evaluate open-ended responses by participants. This analysis paralleled the quantitative results and indicated that Canadian educators had positives views about SEL programming but required better access to SEL training, and resources (e.g., more time to plan and teach SEL, funding and program materials). A unique finding from this study was that some Prairie Canadian educators indicated requiring French materials for SEL programs. In order to effectively implement evidence-based SEL in Prairie Canadian schools, policy makers must address the indicated barriers for Canadian educators, such as increased SEL training and SEL resources and appropriate French materials.
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Keywords
Social and Emotional Learning, Feasibility, SEL resources, SEL attitudes, SEL training