Social and emotional learning in secondary public high schools : perceptions of the factors that impact implementation

The purpose of this study was to analyze the implementation of sustainable social and emotional learning (SEL) programs in a secondary school. This qualitative study focused on the perceptions of secondary campus leadership and staff members about the factors that contribute most to the systemic implementation of SEL programs and the qualities of the program used at the secondary level. Three research questions guided the study: (a) What are the characteristics of the SEL program that has been implemented and sustained at a secondary school? (b) What supportive factors contributed to the implementation of formalized SEL programs at the secondary level? (c) What obstacles had to be removed to facilitate the successful implementation of SEL on this campus? A qualitative, single case study approach was selected to provide a holistic look at all the possible contributing factors to the successful implementation on a secondary campus. Through semistructured interviews, the researcher sought to understand what supports, obstacles, and program attributes they perceived as leading to successful SEL implementation. Participants were selected using a snowball sampling method, beginning with the campus principal. Ten campus staff members and one central office staff member were interviewed. Interview transcripts were reviewed to determine themes using an open coding process to establish a framework that illustrates the major factors that contributed to this secondary school’s effective implementation of SEL. The participants’ interview answers were further analyzed to determine which major factors contributed most to the successful implementation of SEL on a secondary campus. The significant findings of the study indicated that the seven core attributes of the effective SEL program included the following: (a) based on shared schoolwide philosophies, (b) dedicated SEL resources, (c) frequent and varied monitoring, (d) restorative practices approach to discipline, (e) individualized interventions, (f) not a canned program, and (g) frequent, targeted, recursive professional development for staff. The five supports the participants perceived as having an impact on their success were identified as: (a) implementation timeline and process, (b) use of data and program monitoring, (c) dedicated staffing intern, (d) shared ownership, and (e) administrative commitment. Finally, the following three barriers to implementation emerged: (a) staff buy-in and maintaining the right mindsets, (b) time and resources, and (c) COVID-19.Educational Leadership and Polic