This paper explores the perceived social emotional learning needs of students in high poverty schools.
Social emotional learning (SEL) is recognized within the literature as critical to success in school and in life.
Emerging work supports the acquisition of a SEL skillset within grades kindergarten through twelve (K-12)
schools. This survey examines the perceptions of social emotional needs as reported by students, parents and
school faculty members across four different high poverty schools in the USA. Findings provide effective
strategies and valuable data for school leaders, educators, and counselors in addressing the social emotional
needs of urban students.
Yazar(lar): Margaret M. Generali, Olcay Yavuz, Jennifer Parzych