Date of Graduation

Winter 12-21-2023

Document Type

Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Curriculum & Instruction

Thesis Chair

Rebekah Piper

Abstract

In this autoethnography journey, we explore the question, "What resources are available for teachers to use to guide SEL instruction, and how effective are those resources post-pandemic?" Post-COVID-19 pandemic, we noticed that our students needed more social interaction time in the classroom. Student behaviors increased alongside teacher frustration. Districts immediately began to see this struggle in the school systems and the growing concern from parents and teachers. Our children were not taught how to respectfully express their social and emotional needs due to the lack of opportunity to practice with others. During this study, we found that teachers are reaching around for any access to resources to help guide this instruction. The question of the resource's validity and reliability. This particular study does utilize district-given resources for the lessons. After the research, we found that implementing SEL with fidelity and purpose allowed our students to find their voice in a safe and comfortable culture alongside their teachers in the classroom. The lack of support and resources could make our students suffer later.

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