A Pan-Canadian Analysis of Social-Emotional Learning Curriculum Outcomes In Elementary Grades
| dc.contributor.author | Hall, Julia | |
| dc.date.accessioned | 2024-09-10T17:23:11Z | |
| dc.date.available | 2024-09-10T17:23:11Z | |
| dc.date.issued | 2024-09 | |
| dc.description.abstract | Research over the past few decades has demonstrated the efficacy of tier 1 Social-Emotional Learning (SEL) programs to improve student outcomes including social skills, mental health, and academic outcomes. However, there has been no analysis or evaluation of the current inclusion of SEL-related outcomes in Canadian public school curricula. While SEL has been shown to be effective when implemented with fidelity, the current inclusion of SEL in Canadian curricula may be too scattered and fragmented to lead to consistent implementation or the positive outcomes associated with SEL reported in literature. The purpose of this study was to identify the SEL-related knowledge, skills, attitudes, and behaviours currently represented in Canadian elementary curriculum documents. The analysis was descriptive and deductive and provided insights into the current state of SEL inclusion in Canadian elementary curricula. Qualitative thematic coding was implemented to identify the themes currently addressed in curricula. Results indicated that despite significant variation in each province/territory’s approach to curricula, emphasis was placed on teaching students social skills such as prosocial behaviour, conflict resolution, and social cues. All provinces placed the least amount of emphasis on teaching or enforcing attitudes such as optimism, enthusiasm, openness, and gratitude. | |
| dc.identifier.uri | https://ec.msvu.ca/handle/10587/2295 | |
| dc.language.iso | en | |
| dc.publisher | Mount Saint Vincent University | |
| dc.title | A Pan-Canadian Analysis of Social-Emotional Learning Curriculum Outcomes In Elementary Grades | |
| dc.type | Thesis |