Document Type
Article
Publication Date
10-28-2022
Abstract
This inquiry examines the benefits of utilizing social-emotional learning in today’s classrooms to address students’ academic and social-emotional needs. Now, more than ever, as teachers have transitioned from remote instruction to face-to-face or blended learning, particular emphasis must be placed on addressing students’ social and emotional needs (Fagell, 2021) while addressing learning loss. Social-emotional learning (SEL) may have been in place in school systems before the COVID-19 pandemic; however, understanding SEL and the instructional practices that contribute to developing a learning environment that nourishes students’ sense of belonging is necessary to inform teacher pedagogical practices post-pandemic. Teachers play a critical role in establishing a learning environment suitable for nurturing students’ sense of belonging (Jennings & Greenberg, 2009). As teachers attempt to provide a sense of normalcy in the classroom, they must skillfully balance designing instruction, creating an inviting classroom community, and helping students “feel” safe and supported.
Recommended Citation
Ibarra, B. (2022). Understanding SEL to create a sense of belonging: The role teachers play in addressing students’ social and emotional well-being. Current Issues in Education, 23(2). https://doi.org/10.14507/cie.vol23iss2.2049
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.
Publication Title
Current Issues in Education
DOI
10.14507/cie.vol23iss2.2049