Document Type
Honors Thesis
Major
Elementary Education
Advisor(s)
William Dee Nichols, Janet Nichols
Committee Members
Catharine Biddle, Eric Pandiscio
Graduation Year
May, 2025
Publication Date
2025
Abstract
This qualitative case study explores the experiences of K-5 educators in implementing social-emotional learning (SEL) and character education within a regional school district in Maine. Through semi-structured interviews with five educators, including general education teachers and a school counselor, this study explores the successes and challenges associated with SEL and character education integration in elementary classrooms and broader school settings. The findings from this study indicate that successful SEL implementation is linked to creating a positive and safe classroom culture, maintaining consistent expectations for students, and progressively reinforcing these expectations throughout the school year. Educators in this study reported that strong social-emotional foundations greatly contributed to improved classroom management, emotional regulation, and student engagement. Despite this, challenges such as time allocation, teacher burnout, and a lack of a school-wide framework hindered effective implementation of SEL. This case study emphasizes the importance of systemic support from administration, maintaining designated instructional time for SEL, and increased professional development training for educators. Study findings offer valuable insights for administrators, policymakers, and educators pursuing opportunities to bolster their SEL practices in elementary education.
Recommended Citation
Kennedy, Erin, "Examining the Need for Character Development Programs and Social Emotional Learning in the State of Maine: A Case Study Analysis" (2025). Honors College. 927.
https://digitalcommons.library.umaine.edu/honors/927