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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.

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Creative Commons Attribution-Share Alike 4.0 International License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.

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Current Issues in Education



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Education Commons



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