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Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools

Authors :
Kayla Kilborn
Janine Newton Montgomery
Johnson Li
Shahin Shooshtari
Rachel Roy
Breanna Cheri
Virginia Tze
Taryn Gaulke
Source :
Canadian Journal of School Psychology. 2024 39(2):132-150.
Publication Year :
2024

Abstract

This study examined opportunities and barriers for implementing evidence-based Social and Emotional Learning (SEL) programs in Prairie Canadian Schools. Educators from Manitoba, Saskatchewan and Alberta completed an online survey on SEL feasibility and reported on five feasibility domains: (1) attitudes about SEL, (2) knowledge about SEL, (3) job stress, (4) resources for implementing SEL, and (5) SEL practices. Results indicated that positive attitudes toward SEL significantly predicted increased perceived feasibility for evidence-based SEL implementation. Additionally, both knowledge and access to resources predicted increased SEL practice by Prairie Canadian educators. Analyses for open-ended responses paralleled quantitative results. Specifically, Canadian educators had positive views about SEL programing, but like previous research conducted in other countries, indicated that they require better access to SEL training, and resources (e.g., more time to plan and teach SEL, funding and program materials). A unique Canadian context-related finding from this study was that some Prairie Canadian educators indicated a paucity of French materials for SEL programs, which impeded implementation. In order to effectively implement evidence-based SEL in Prairie Canadian schools, policy makers must address the indicated barriers for Canadian educators, such as increased SEL training and resources, and easy access to appropriate French materials.

Details

Language :
English
ISSN :
0829-5735 and 2154-3984
Volume :
39
Issue :
2
Database :
ERIC
Journal :
Canadian Journal of School Psychology
Publication Type :
Academic Journal
Accession number :
EJ1422412
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1177/08295735241234782