Date Approved
8-24-2026
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
College of Education
First Advisor
Lindsay Stoetzel
Academic Year
2025/2026
Abstract
In order for students to succeed in writing tasks they must have social emotional competencies in self-regulation, engagement, and relationship skills. Many teachers are unprepared to teach these SEL competencies embedded in writing instruction. This project explores the need to embed Transformative SEL within writing instruction with a framework in culturally sustaining pedagogies. With a background in sociocognitive theory and sociocultural theory, this project seeks to equip teachers with the skills necessary to address students SEL competencies of: self-regulation, self-awareness, and relationship skills. Self-regulation skills comprise goal setting, self-instructions, self-monitoring, and self-reinforcement. Self-awareness skills include self-efficacy and student engagement. Relationship skills encompass student collaboration, belonging, and friendship. This project pulls from a body of knowledge surrounding writing instruction, SEL instruction, strategies to support marginalized students, and embedding SEL into writing instruction. The resulting professional development series has five sessions with embedded resources to support student and teacher learning.
ScholarWorks Citation
Holsomback, Kristen, "Embedding Transformative Social Emotional Learning into Writing Instruction" (2026). Masters Projects. 775.
https://scholarworks.gvsu.edu/gradprojects/775
