Teacher Perceptions of Skills, Knowledge, and Resources Needed to Promote Social and Emotional Learning in Rural Classrooms

Authors

Staci M. Zolkoski, University of Texas at TylerFollow
Samantha Estrada Aguilera, University of Texas at TylerFollow
Erin M. West, University of Texas at TylerFollow
Gary J. Miller, University of Texas at TylerFollow
Jessica M. Holm, University of Texas at TylerFollow
Sarah Sass, University of Texas at TylerFollow
Eric L. Stokes, University of Texas at TylerFollow

Abstract

The incorporation of social and emotional learning (SEL) in schools has been shown to improve academic and psychological health of students. Research has been limited regarding implementation of SEL programs in rural communities, where student needs are heightened. The current study examined factors that could impact teachers’ intentions to be early adopters of a SEL curriculum in a rural community. Seventy-six teachers provided self-report data regarding perceptions of professional strengths, school climate, school resources for student support, ability to educate diverse students, ability to teach specific SEL domains, and intentions to be an early adopter of a SEL program. Present results indicated positive perceptions of school climate, one’s ability to teach diverse students, and one’s ability to teach self-management skills positively predicted intentions to be an early adopter of a SEL curriculum. Implications for rural schools are explored and recommendations for adoption of SEL curricula in rural schools are provided.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Recommended Citation

Zolkoski, S. M., Aguilera, S. E., West, E. M., Miller, G. J., Holm, J. M., Sass, S., & Stokes, E. L. (2021). Teacher Perceptions of Skills, Knowledge, and Resources Needed to Promote Social and Emotional Learning in Rural Classrooms. The Rural Educator, 41(3), 1-11. https://doi.org/10.35608/ruraled.v41i3.1098