Elementary Teachers' Perceptions of Social and Emotional Learning and Its Effects on School Climate, Student Behavior, and Academic Achievement

The researchers interviewed six participants from three schools identified as The Leader in Me Lighthouse Schools. Using a qualitative design, the researchers examined teachers' perceptions regarding the effects of social and emotional learning on school climate, student behavior, and academic achievement in elementary schools across central Alabama. The interview responses provided insight into the participants' perceptions of the effectiveness of social and emotional learning. The findings indicated that teachers perceived a notable difference in a positive school culture, positive student self-regulation, and student led academic achievement after implementing TLIM. The teachers stated the greatest barrier was the cost of the program. The implications for practice and theory could involve employing and examining other social and emotional learning skills curriculums in school settings to improve school climate, student behavior, and academic achievement.