Date Approved

12-4-2025

Graduate Degree Type

Project

Degree Name

Education-Instruction and Curriculum: Early Childhood Education (M.Ed.)

Degree Program

College of Education

First Advisor

Sherie Klee

Second Advisor

Kathryn Ohle

Academic Year

2025/2026

Abstract

Research consistently shows that social-emotional competencies such as emotional regulation, empathy, interpersonal skills and self-awareness play a foundational role in a student’s ability to engage in learning, collaborate with peers, persist through struggles and achieve academically. Deficits in these skills are associated with decreased motivation, disruptive behavior, poor relationships with peers and teachers and diminished academic performance. Grounded in Vygotsky’s Sociocultural Theory and supported by evidence-based frameworks, this project explores how intentionally targeting social-emotional learning can strengthen both student well-being and academic outcomes. This project examines the relationship between social-emotional development and academic achievement in early childhood and elementary education. In response to increasing concerns about social-emotional deficits in schools as well as teachers’ need for practical, developmentally appropriate social-emotional learning the project culminates in the development of a comprehensive educator toolbox. Daily emotional check-in tools, surveys for both teachers and students and cross-curricular social-emotional learning integration guides are included to allow for embedding of social-emotional learning across content areas.

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