Elementary Teachers’ Perceptions and Experiences Regarding Social-Emotional Learning in Ontario - A Journal of Educational Research and Practice - 2023 Vol. 32 (1) 9-37

Oct 15, 2026

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Social-emotional learning (SEL) is treated as a core element of students’ learning and is linked to classroom teaching outcomes and the effectiveness of implementation. In Ontario, where SEL is mandated in parts of the curriculum, understanding teachers’ perceptions and lived experiences is crucial. This study examines elementary teachers’ perceptions and experiences with SEL before and during the COVID-19 pandemic through semi-structured interviews guided by CASEL and Seidman’s protocol. Findings highlight benefits and barriers and describe strategies used to teach SEL competencies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages29

Reading Time1 h 13 min

AccessFree to download

Abstract

Introduction

Definition and origins of SEL

Evidence from SEL program research (e.g., SAFE practices)

Role of parents and caregivers in SEL

Elementary Teachers’Perceptions and Experiences Regarding Social-Emotional Learning in Ontario A journal of educational research and practice 2023 Vol. 32 (1) 9−37 [https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked) Hajar Jomaa* , Cheryll Duquette** , Jessica Whitley *** University of Ottawa Abstract Social-emotional learning (SEL) is an essential part of students’ learning journey. Teachers’perceptions of SEL have been associated with teaching outcomes and the effectiveness of its implementation in classrooms. In Ontario, SEL is a mandated component in certain areas of the curriculum. It is therefore important to consider teachers’ perceptions and experiences regarding SEL because a teacher who is confident in implementing SEL strategies as part of the curriculum may contribute to positive social, emotional, and academic outcomes for their students. This study explored teachers' perceptions and experiences regarding SEL before and during the COVID-19 pandemic. Three elementary teachers in Ontario implementing SEL practices took part in a semi-structured interview that was informed by the CASEL (n.d. b) framework, and it followed a modified version of Seidman’s (2019) three-interview protocol. Research findings revealed the participants’ perceptions of SEL and the various informal strategies they used to teach it during the COVID-19 pandemic in Ontario. This paper discusses the benefits and barriers of teaching students the SEL competencies and describes potential implications for practice informed by the collected data Keywords: social-emotional learning, social-emotional competencies, CASEL, elementary teachers, COVID-19 * [hjoma059@uottawa.ca](hjoma059@uottawa.ca) ** [cduquett@uottawa.ca](cduquett@uottawa.ca) , *** [jwhitley@uottawa.ca](jwhitley@uottawa.ca) Introduction Teachers are known to invest hard emotional labour in their work (Hargreaves, 2001) , principally by providing social and emotional support for their students throughout the school day (Forrester, 2020) . Increasingly , social-emotional learning (SEL) is viewed as an important component of the school curriculum (Frye et al. , 2022) . It is defined as the process through which children and adults acquire and use knowledge to achieve goals, be compassionate towards others (i.e. , diverse groups of people), build and maintain strong relationships, and make responsible decisions (CASEL, n.d.c) . SEL consists of teachable competencies (e.g. , relationship skills, social awareness, and responsible decision-making) and not personality traits, which are inherited and remain stable over a lifetime (Whitehurst, 2019) . SEL emerged as a result of the deliberations of a group of educators in 1994 who convened to discuss unmet needs in the school curriculum. It was agreed by the participants that emotional intelligence was an essential component of student development that required attention (Bridgeland et al. , 2013) . The group decided that students needed to know and understand their own emotions and those of others, manage their emotions, develop empathy for others, and make responsible decisions (Oberle & Schonert-Reichl, 2017) . Following this meeting, the Collaborative for Academic, Social and Emotional Learning (CASEL) was established to disseminate and conduct research on the importance of SEL and the implementation of SEL programs in schools (Oberle & Schonert-Reichl, 2017) . Since then, SEL has also been viewed asa proactive intervention used by schools to meet the challenges of an increasing number of students with mental health issues (Buchanan et al. , 2009; Greenberg et al. , 2001) . Much of the research on SEL programs involves school-based programs for children that are implemented school-wide. Durlak et al. (2011) conducted a meta-analysis of 213 school-based universal SEL programs and found that compared to controls, participants in SEL programs showed significant improvements in social and

FAQs

What is the focus of this study on social-emotional learning in Ontario?

The study explores elementary teachers’ perceptions and experiences regarding SEL before and during the COVID-19 pandemic, including how they teach SEL competencies and what they experience in implementation.

How were the participating teachers and interviews structured?

Three elementary teachers in Ontario implementing SEL practices took part in semi-structured interviews. The interviews were informed by the CASEL framework and followed a modified version of Seidman’s three-interview protocol.

What benefits and barriers does the paper discuss about teaching SEL competencies?

The findings revealed participants’ perceptions of SEL and the informal strategies used during the pandemic, and the paper discusses benefits and barriers related to teaching students SEL competencies.

Oct 15, 2026

Uploaded by Bulrr