Theses and Dissertations

Advisor

Sidwell, MacKenzie

Committee Member

Herbstrith, Julie

Committee Member

Bates-Brantley, Kayla

Committee Member

Wei, Tianlan

Date of Degree

8-12-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Educational Psychology (Psychometry)

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

Social-emotional learning (SEL) interventions are often implemented within a Positive Behavioral Interventions and Supports framework and have been found to be effective in improving students’ social, emotional, behavioral, and academic outcomes. However, SEL interventions are typically implemented as a Tier I intervention and there is limited research on SEL interventions implemented in Tier II. Additionally, SEL interventions have received criticism for not being culturally relevant for minoritized populations, especially Black students. This study aims to seeks to extend the current literature on making cultural adaptations of an SEL intervention, specifically for Black elementary students using the Ecological Validity Model (EVM). This study was conducted at an elementary school in a southeastern state with five students in the third grade. The students received a culturally adapted SEL intervention to evaluate the effectiveness on decreasing externalizing behaviors using direct observations and direct behavior ratings and increasing social-emotional competences using the Social-Emotional Assets and Resilience Scale-Teacher Form (SEARS-T). Results of this study were mixed. There was a decrease in externalizing behaviors using the direct observation data collection method. However, there was high variability across participants when using DBR as the data collection method. This study found an increase in social-emotional competencies on the SEARS-T across all participants. The current study extends the literature on implementing culturally adapted SEL interventions for Black students receiving Tier II. The findings of this study indicate the importance of school personnel implementing interventions that are culturally relevant for Black students.

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