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Social-Emotional Learning: A Whole-Child Approach and Impact on English Learners

Brandi J Glenn-Akers

Shippensburg University of Pennsylvania

In partial fulfillment of the requirements for CNS 720

Linwood G. Vereen, Ph. D
April 13, 2019
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Social-Emotional Learning: A Whole-Child Approach and Impact on English Learners

Introduction

A new paradigm shift has taken place in education. Many schools are now taking a

whole-child approach to education. Public school systems today are faced with a tremendous

task of identifying the best way to prepare students academically, socially, and emotionally. The

idea of the whole-child approach has taken form partly due to a growing number of concerns

including, increased identification of mental health disorders, higher number of students

identified as low income, and increased enrollment of English Learners (ELs) trying to

acculturate. When we think about public education in the United States, most educators think

about preparing students academically for future life success. The identified concerns listed

above are among several glaring reasons that many public-school systems are beginning to take

the whole-child approach to education. What sets the whole-child approach apart from current

approaches is the inclusion of focus on not only academics but also social and emotional

components. This paper examines the importance of including social-emotional learning (SEL)

competencies into each student’s education with specific focus on ELs.

Literature Review

Education is an ever-changing environment constantly trying to keep up with societal

changes. As we look at the major societal shifts that have taken place over the last century, it is

apparent schools are struggling with best practices meeting the academic and social-emotional

needs of students. It seems schools are just settling in to use one approach when the next best
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idea is suggested. Nicoll (2014) states “other dismissive terms such as fads and foibles, frills, or

pendulum swings have continued to be commonplace characterizations throughout the education

literature” (p.48). These fads are often reactive in nature only after enough incidents or problems

occur and the education system is forced to respond. Many times daily education practices do

not change, and the result is more of the same. This means the same mindset continues and

students do not get the support they need. According to Singh (2018), “Twenty first century

schools need to address the whole-student through social, emotional, moral and intellectual

development” (p.311). Today many public education settings recognize this conundrum and are

welcoming possible ways to meet all students’ social-emotional needs as well as academic needs.

In the past, school counselors were often the only staff advocating for the importance of

addressing a student’s social and emotional needs as well as academic needs. As concerns

continue to grow, school systems are trying to identify best practices meeting the needs of all

students and ways to include all staff in addressing these needs. A whole-child approach to

education seems promising, but it is also important for schools to focus specific attention on

marginalized groups of students in US public education systems.

While it is important to recognize the importance of taking a whole-child approach to

education, it is also crucial to recognize how these approaches impact marginalized students.

Many schools have a growing number of English Learners (ELs) who may struggle even more

with social and emotional competencies. The National Clearinghouse for English Language

Acquisition (NCELA) report EL’s comprise more than 10% of all students in U.S. public

schools. This same group of students also struggle with the impact of increased mental health

needs as well as low-income status. The U.S. Department of Education (2016) reports 32

percent of Hispanic children under age 18 were living in poverty in 2013, and Hispanic children
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make up about 78 percent of the 4.6 million students who participated in ELL programs that year

(p.36). Research studies have identified ethnic minorities as having a higher rate of disabilities

resulting from mental health disorders. In addition, they also face a greater number of barriers to

care. All of these factors are critical components when educators look at SEL programming

specifically focusing on ELs.

Making the Connection

It is important to understand the connection between increased mental health disorders,

higher numbers of students being identified as low income, and the rise in the EL population.

All three of these notions are interconnected and are important for schools to take into

consideration when trying to meet the needs of all students. Niehaus and Adelson (2014) state

“as the ELL population has risen in recent years, more attention has been drawn to the academic

and social-emotional difficulties that these students often encounter” (p.811). Marginalized

students also have higher risk for mental health disorders. The Centers for Disease Control and

Prevention (CDC), monitored the number of specific mental disorders in children aged 3-17

during the 2005-2011 time period. ADHD had the highest prevalence rate at 6.8%. Behavioral

and conduct problems fell at 3.6% and anxiety at 3.0%. Other disorders mentioned included

depression (2.1%), Autism spectrum disorder (1.1%), and Tourette syndrome (0.2%). These

findings point to the number of students that sit in a classroom with a childhood mental disorder.

The number hovers somewhere between 1 in 5 and 1 in 4 children experience a mental disorder.

This number may not be representative of schools with rising minority populations. Graves et al.

(2016) discuss African American and Hispanic youth and the increased risk to experience

significant mental health problems, and they are least likely to seek mental health services. In
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addition, minority racial and ethnic identification can further exacerbate this concern given the

poverty rate for them is over double the rate for Caucasians. The American Psychological

Association reports disadvantages in socioeconomic status (SES) contribute significantly to

mental health difficulties among ethnic and racial minority youth (American Psychological

Association [APA], 2017).

It can be very difficult for teachers to navigate the complexities and varying needs of

students in U.S. public school classrooms. Teachers strive for optimal student engagement.

Student engagement is linked to greater academic participation, achievement, school completion,

greater effort in learning activities, a stronger sense of liking toward and connectedness with

school, and more positive personal well-being (Yang, Bear, & May 2018, p.45). This appears to

be a daunting task given that in a classroom of 20 students 4 or 5 students might be diagnosed

with a childhood mental disorder and even greater number identified as low income many of

whom are minority students. By focusing on offering social and emotional learning (SEL)

programs that build social and emotional competencies, schools can take a proactive approach to

teaching students’ skills that improve their mental health, social and emotional skills, and

improved academic outcomes. School-based SEL programs that improve social and emotional

competence across all marginalized populations would provide justification for including these

programs in schools. Castro-Olivo (2014) suggests culturally responsive SEL programming can

serve as a buffer for these students (p. 575). SEL interventions can serve as a way for teachers to

increase student engagement.

Social-emotional learning programs are not necessarily new to education. However, with

all the factors previously mentioned schools are now placing more focus on SEL programs.
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Previous research studies have emphasized the success of SEL programs. Educators are

beginning to see the importance of understanding the link between social and emotional

competencies and the positive ways it can impact students in schools. SEL programs that are

offered in schools have proven effective in promoting enhanced social and academic adjustments

along with fewer conduct problems. Taylor, Durlak, Oberle, and Weissberg (2017) state, “SEL

interventions support asset development in the areas of cognitive, affective, and behavioral

competencies prove important both in school and life” (p. 1167). Considering students spend an

average of 14,000 hours in school beginning in kindergarten through 12th grade, it isn’t

surprising SEL programs are growing as part of a whole-child approach to education. There are a

few programs that continue to resurface in relation to SEL programming. The next section of this

paper will briefly describe the existing programs and their strengths and limitations.

SEL Programs

Strong Start. Strong Start Social-Emotional Curricula is one SEL program that is a

research based program used in a study focused on African American male students. Graves et

al. (2016), describes this program as a way to enhance children’s emotion knowledge and

management skills by teaching students to identify body cues, facial cues, and situational cues.

Strong Kids is part of a family of interventions: Strong Start, Strong Kids, and Strong Teens

which have proven to be effective in increasing social competence and coping skills while

decreasing problem behavior.

The purpose of this study was to look at the effectiveness of this program with a sample

of 61 African American male students enrolled in an urban elementary school. The study

showed positive effects in the area of self-regulation and self-competence along with support that
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skills that contribute to resilience can be taught over time. Empathy, responsibility, and

externalizing problems did not return significant findings when other research papers reported

significance. Graves et al. (2016) states further studies are necessary to see why the population in

this study did not respond in the same manner, and is it directly associated with the urban

African American male sample, or the Strong Start curriculum.

J’ovenes Fuertes. The Strong Teens program was culturally adapted for another study to

focus specifically on Latino immigrant adolescent. Castro-Olivo (2014) describes the J’ovenes

Fuertes SEL program as one that was translated into Spanish and used by bilingual and bicultural

individuals. The Strong Teens/Kids program was chosen to be adapted due strong supporting

empirical evidence. Castro-Olivo (2014) states the focus of the J’ovenes Fuertes program is

more geared towards acculturation and life as an English Language Learner (ELL).

The sample size of this study was 102 Spanish-dominant Latino ELLs enrolled in middle

or high school. Castro-Olivo (2014) reports the program was effective in the areas of improving

social-emotional resiliency and general knowledge of SEL. One strength of this intervention is

the high social validity ratings showing significance at improving students’ outcomes and

students found it to be culturally responsive. Castro-Olivo (2014) points out that a limitation of

this study is the lack of measurement to assess the effectiveness of decreasing problem

behaviors. Other SEL programs have shown effectiveness in the areas of decreasing

internalizing and externalizing problem behaviors.

PATHS. Promoting Alternative Thinking Strategies (PATHS) is another SEL curriculum

used in schools. The PATHS program is a comprehensive evidence-based program. The

main goals of the PATHS program include: teaching students to resolve conflicts peacefully,
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handle emotions positively, empathize, and make responsible decisions. Schonfeld et al.,

(2015) explain four broad areas that are covered: Emotional Awareness and Understanding,

Self-Control, Interpersonal Problem-Solving Skills, and Developing Peer Relations and

Enhancing Self-Esteem and Social Responsibility. The PATHS program is offered in

English. Parent handouts are available in Spanish.

A study of 1, 394 students across 24 elementary schools used the PATHS curriculum

to determine the impact on academic achievement. Out of the 1, 394 students, 705 of these

students were used in the data analysis and considered the study sample. Some students could

not participate due to attrition because they needed to remain as a group from 3rd to 6th grade.

Over 50% of the students identified as African American and over 30% identified as

Hispanic/Latino. This study is of interest due to the large number of racial and ethnic

minorities sampled. Schonfeld et al. (2015), report students enrolled in the PATHS

curriculum showed higher levels of basic proficiency in reading, math, and writing at some

grade levels. Schonfeld et al. (2015), also reports no significant differences by gender, lunch

status, or ethnic/race category.

Second Step. This program was developed by the Committee for Children (CfC) to

accomplish the goal of promoting interpersonal and intrapersonal competencies while

reducing the development of social, emotional, and behavioral problems. It is primarily

grounded in social learning theory with focus on observation, self-reflection, and reinforced

acquisition and performance of a desirable repertoire of behaviors (Moy & Hazen, 2018).

Second Step is packaged by grade level and is sold in kits. All the kits include multimedia

presentations, group discussions, modeling of relevant situations and behaviors, skills posters,

and key concept visual aids. Classroom teachers are typically the individuals who present
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each lesson to students emphasizing the importance of including all education employees in

the process. The teachers then have the ability to build a positive classroom culture by

embedding practice into the everyday classroom environment. Spanish versions of Second

Step are offered through third grade.

Low, Cook, Smolkowski, and Butain-Ricklefs (2015) report Second Step is one of the

most widely used SEL programs in the country. (p.474). There have been well of 40 research

studies of various design focusing on different components of Second Step. This program has

been translated into several languages and used across the world. It has been endorsed by

Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Department of

Education. Research gathered has been of mixed review based upon the design and focus of

each study. Second Step has continued to revise its programming and it is noted that

continued research should be completed to determine empirical effectiveness in each specific

focus area.

Discussion

A review of the literature regarding SEL programming as part of a whole-child

approach to education revealed it is important for children’s success in school. Martinez

(2016), states “these studies establish that addressing the social and emotional functioning of

students not only improves students’ achievement, but also improves the learning

environment and students’ experiences in school” (p. 7). Student engagement is imperative

for success in education and inclusion of SEL in curriculum supports this notion. In addition,

the literature supports there are frequently used SEL programs already being implemented in

schools. SEL programs are complex in nature and therefore, each of these programs have

strengths and limitations and often approach SEL from a specific lens. The research on each
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particular program exists but is not comprehensive because of the many variables that can be

included.

There are numerous limitations that can be mentioned in regard to this literature.

First, a meta-analysis should be conducted on all the programs not just limiting it to the

variables within one program. By limiting each study to one program, it is more difficult to

make generalization when looking at main effects. The second limitation evidenced through

this literature review and noted by several studies is how SEL impacts the EL population.

Castro-Olivo (2014) states “future studies should evaluate the effects and social validity of a

culturally adapted intervention versus a nonadapted intervention with ELL students and other

Culturally and Linguistically Diverse [CLD] samples” (p. 575). While the J’ovenes Fuertes

study looked at Latino adolescents, the program itself was not offered in Spanish. The

Second Step program reports it is offered in Spanish, but there are no current research studies

looking at this. The last limitation worth noting is lack of addressing acculturative stress in

regard to the EL population and SEL programming. As Castro-Olivo (2014) points out that

time span of measuring acculturative stress has impacted research. A longitudinal design

would be more appropriate and recommended for future researchers.

Conclusion

There is a significant amount of literature that suggests SEL programming is

beneficial to all students and a whole-child approach is necessary. While there are SEL

programs that have been implemented in schools, there has not been much focus on

marginalized groups of students. The literature review supports the idea that ethnic minorities

have been recruited for the studies, but there is a lack of evidence whether the interventions
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used were culturally appropriate. Lastly, there is little research focused on ELs and

acculturative stress.

References

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Disparities in Youth Mental Health. (2017). Addressing the mental health needs of racial

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Castro-Olivo, S. M. (2014). Promoting social-emotional learning in adolescent Latino ELLs: A

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Graves, S. L., Herndon-Sobalvarro, A., Nichols, K., Aston, C., Ryan, A., Blefari, A., . . . Prier,

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