Document Type
Presentation
Publication Date
8-2024
Faculty Mentor
Cristina Reyes Smith
Abstract
Social Emotional Learning (SEL) is comprised of fundamental life skills for educational success typically including self-awareness, social-awareness, self-management, relationship and responsible decisioning making. Despite growing support for the incorporation of SEL into the K-12th grade classroom, researchers continue to neglect to analyze who should be responsible for implementing programming and how to design programs that are specific to student needs. A doctoral capstone project was conducted to explore the role of school-based Occupational Therapists (OTs) and Social Determinants of Health (SDOH) in SEL program creation and implementation for a Title 1 school in North Charleston, South Carolina. Preliminary qualitative surveys revealed that an average of 34.4% of participating school families at the partner school, believed their children’s ability to attend school was hindered by transportation, housing and food insecurity. In addition, 100% of participating school staff reported that a free, at-home summer SEL enrichment program would be beneficial to their students. As a result, the Summer SEL Enrichment Program was created. This unique program is comprised of 5 core and 3 bonus activities incorporating SEL core competencies, state education standards and OT developmental milestones as appropriate for ages/grade level ranges (K-2nd grade and 3rd-5th grade). In addition, SDOH-related barriers were considered to allow access for all K-5th grade students to participate, and sponsored prizes were provided by community partners. Finally, this collaborative project demonstrated that school-based OT practitioners have unique qualifications to oversee the creation and implementation of such programs; however, practitioners are frequently hindered by outdated practice models, high caseload numbers, limited staffing and perceived scope of practice. Advocating for the expansion of the scope of practice for school-based OTs and a change in current practice standards to promote educational success would allow for the further creation and operation of more student and region specific SEL programming.
Recommended Citation
Ford, Emily, "The Role of School-Based Occupational Therapists and Social Determinants of Health in Social Emotional Learning Programming" (2024). Entry-Level Occupational Therapy Doctorate - Doctoral Capstone Symposium. 41.
https://medica-musc.researchcommons.org/muscotd-elotd/41