Date Approved

4-27-2026

Graduate Degree Type

Project

Degree Name

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

Degree Program

College of Education

First Advisor

Dr. Sherie Klee

Academic Year

2025/2026

Abstract

Challenging classroom behaviors in early childhood and elementary settings are often linked to deficits in students’ social-emotional skills, including emotional regulation, social awareness, and problem-solving. These behaviors can disrupt instruction, impact peer relationships, and contribute to increased teacher stress and reliance on reactive discipline practices. Although research strongly supports the effectiveness of social-emotional learning (SEL) as a preventive and skill-based approach, many educators report limited training and a lack of practical resources for implementation. The purpose of this project is to develop a comprehensive, teacher-friendly SEL toolkit designed to support the integration of evidence-based strategies into daily classroom routines. Grounded in Social Learning Theory and Sociocultural Theory, the toolkit emphasizes modeling, guided interaction, and structured environments to promote student skill development. The project includes practical components such as classroom checklists, embedded routine supports, in-the-moment response strategies, teacher self-assessment tools, and family engagement resources. Evaluation of the project focuses on changes in teacher practices, classroom environments, and consistency of SEL implementation through reflective assessment tools. By translating research into accessible, actionable strategies, this project aims to support teachers in reducing challenging behaviors by improving classroom climate, and fostering students’ social-emotional competence through everyday classroom practices.

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