Explicit Instruction in Social and Emotional Skills and its Implication on Suspension Rates

The expectations and norms of a school shape the school climate. When a student does not meet behavioral expectations, a school leader may assign suspension as a consequence. Literature reveals that suspensions are harmful to students, and school leaders are prudent to prevent them. Implementation of social and emotional learning (SEL) aims to reduce negative behaviors, in part to reduce suspensions. Students in a second-grade classroom received direct, explicit instruction in social and emotional skills. To determine whether the instruction influenced behavior, a qualitative study was conducted in which the teacher recorded behavioral choices in Class Dojo, then compared that data with report card data related to social and emotional skills. Report card comments to the parents were coded to identify evidence of improved SEL skills and areas for behavioral improvement. Samples of data were coded by another teacher to enhance validity. The discoveries were analyzed in response to two research questions: Does direct, explicit instruction in social and emotional skills affect behavior in a second-grade classroom? What correlations may be made with the higher-than-average suspension rate at this elementary school? The study found that most students benefitted from the instruction at least minimally, with some students showing significant improvement. No students exhibited increased negative behaviors as a result of the instruction. The research indicated social and emotional learning is a valid use of class time and is beneficial to most students.