Document Type

Presentation

Publication Date

Spring 4-10-2026

Faculty Mentor

Cristina Smith

Abstract

This capstone project aimed to promote self-regulation and classroom participation through social-emotional learning (SEL) interventions in a Title 1 public elementary school serving children from low-income households. Students in this setting often experience an increased array of home life stressors, leading to an decreased ability to have an environment outside of the school setting that provides opportunities for SEL.  (Hodgkinson et al., 2017). SEL provides a framework through which students develop skills in emotional management, goal setting, and social awareness, which are critical for academic and life success (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2020; Jones et al., 2015). Grounded in the CASEL framework and informed by the Kawa Model, this project addressed the need for accessible, school-based SEL supports (Iwama et al., 2009).

The primary goal of the project was to enhance students’ SEL skills to improve academic engagement and foster positive peer interactions, while also developing sustainable, evidence-based SEL resources for continued use by school staff. An additional aim was to increase practitioner knowledge and experience in implementing SEL interventions within a classroom setting. Interventions included five structured SEL presentations delivered to first- and third-grade classrooms, focusing on self-regulation strategies, emotional awareness, and social participation, supported by evidence demonstrating effectiveness of school-based SEL interventions (Durlak et al., 2011; Cahill & Beisbier, 2020).

Project outcomes demonstrated improvements in student behaviors and teacher perceptions. Post-intervention survey data indicated increased student engagement, improved body awareness, and enhanced ability to recover from mistakes. Teachers reported that students actively applied learned SEL strategies in the classroom, with most responses indicating agreement or strong agreement. Additionally, all respondents strongly agreed that the SEL materials were beneficial.

Overall, this project supports the effectiveness of integrating SEL interventions within elementary school settings to address emotional and behavioral needs, while promoting sustainability and long-term impact on student success and well-being (American Occupational Therapy Association, 2020).

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