Date of Award
Spring 5-2020
Degree Type
Dissertation-Restricted
Degree Name
Ph.D.
Degree Program
Educational Leadership
Department
Educational Leadership, Counseling, and Foundations
Major Professor
Christopher Broadhurst
Second Advisor
Ann O'Hanlon
Third Advisor
Brian Beabout
Abstract
With the passing of the Every Student Succeeds Act (2016), schools are now expected to assess more than just the academic achievement of their student body. While states can choose how they meet this expectation, many choose to focus on school climate. This change is important because, while crime in schools has gone down, feelings of being unsafe or bullied have gone up. To support schools in both assessing and improving their student’s perception of safety, schools have the opportunity to use social and emotional learning to improve measures of school climate, which provides indicators of student perceptions of the school setting. This research assessed one of those programs, Conscious Discipline, with a focus on transient students, a group of students significantly impacted by feelings of isolation, bullying, and victimization. With the use of the Delaware School Climate Survey student perceptions of school climate were assessed and through multiple ANOVAs it was revealed that a school using one specific SEL program, Conscious Discipline, did not improve their students’ perceptions of school climate as compared to a peer school, though it did support transient students in feeling more in line with their peers. Implications of this work include a focus on principal’s hiring methods of teachers and their perceptions of the use of a specific SEL within their classrooms. Additionally, future research should focus on integrating teacher and student perceptions of school climate when analyzing Conscious Discipline.
Recommended Citation
Nanney, Kevin W., "An Analysis of the impact of a Social Emotional Learning Program on Transient Students’ Competencies and Perceptions of School Climate" (2020). University of New Orleans Theses and Dissertations. 2788.
https://scholarworks.uno.edu/td/2788
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Social and Philosophical Foundations of Education Commons
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.