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Chapter Five: Analysis: Emergence of Particular SEL Factors of Significance
Chapter Five: Analysis: Emergence of Particular SEL Factors of Significance
Analyzing the findings from this study, several understandings are suggested by the data
that are worthy of deeper examination. Specifically, findings suggest that particular SEL factors
focus on academic skills, did incorporate SEL skills related to cognitive regulation, self-identity,
and interpersonal development and that development of self-identity and relational capacity in
addition to executive functioning skills was deemed important to student positive development.
Moreover, the attention that intervention programs afforded students was identified as
meaningful to the student’s positive development. These findings require unpacking regarding
their implications. Moreover, points of tension from the findings and dissonance with
Discussion
Emergence of Particular SEL Factors of Significance
One of the most compelling findings from this study is the strong agreement from
program coordinators that specific SEL skills were valuable to the positive development of
sub-areas in the surveys, the majority of program coordinators identified the same six: conflict
resolution, self-esteem, ethical and performance virtues, community connectedness and adapting
regulation. These points of strong agreement suggest particular SEL skills have strong aptitude
to leverage success for students experiencing underperformance and that targeting the
development of particular SEL skills in intervention programs could yield an increase in positive
results. This is an important understanding in program design, not only for intervention
programs but with implications for school programs in order to reduce the number of students
experiencing underperformance.
orientation towards academic skill development, with SEL emphasis correlating narrowly
towards cognitive regulation, may not reflect optimal design for achieving program goals.
According to the evidence of this sample group, intervention programs are focused primarily on
coordinators in interviews echoed this same emphasis. SEL development, even when articulated
as a value by practitioners in interviews, still remained little more than a minor note in
descriptions of programs with the value attributed to SEL development difficult to detect.
Self-identity was the only other area of SEL development that practitioners identified as part of
program design on surveys. This narrow SEL focus may not optimize opportunities to support
The narrow focus on academic skill development and cognitive regulation suggests a lack
of targeted development of broad SEL skills that have a positive significance to student
performance. In analyzing SEL skills with significant impact on the positive development of
students experiencing underperformance, the importance of SEL skills outside the realm of
There are several implications to this narrow focus on academic skills and cognitive
focusing on academic skills and cognitive regulation skills. While a focus on cognitive
regulation can be beneficial, helping students to “do school,” the emphasis also ignores research
indicating other SEL skills have a positive impact on student outcomes. The narrow focus on
cognitive regulation harkens to a “more of the same” emphasis for improving academic
achievement without a concerted effort to develop the whole student, capitalizing on student
assets to impact trajectory. Program design remains narrowly focused on skills “academic” in
nature, betraying a lack of understanding or a lack of trust in research which indicates the
Moreover, this inclination perpetuates the false narrative of success as being defined by
academic performance, and betrays underlying presumptions about the inherent value of SEL.
Specifically, SEL as an important area of student development is not supported by the program
descriptions. Student deficits are emphasized through such an orientation solely on academic
development is associated with positive academic outcomes, and this study’s findings indicates
that several SEL areas in addition to cognitive regulation are significant to student positive
development. Thus, intervention programming could benefit from expanded targeting of SEL
skills, rather than the narrow focus on academic skills and associated cognitive regulation skills.
This expanded SEL focus has promise to translate into better academic outcomes, as supported
Despite the program orientation towards cognitive skills, program coordinators were
unanimous in their endorsement of interpersonal skills, such as relational capacity and conflict
Likewise, the importance of developing self-identity was stressed, particularly self-esteem, self-
confidence, self-advocacy, a growth mindset, and risk-taking. These broad areas were reinforced
consistently across open-ended interview responses and survey responses that allowed for
drilling down into SEL sub-areas. There is no doubt from these findings that practitioners saw
the value of connecting students to a stronger sense of self and a stronger connection to peers,
teachers, and community. In fact, qualitative analysis of interviews indicated that interpersonal
capacity and development of self-identity are not mutually exclusive but overlap as integral
aspects of co-influence.
manifested across both data collection sources: open-ended interview questions analyzed
included peer relationships, relationships with teachers, relationships with community, and
navigation of conflicts and connectedness to different contexts and communities. Yet program
descriptions only emphasized relationship aspects related to group work and collaboration.
Targeted cultivation of relationship skills was not evident in program design yet consistently
identified by program coordinators as significant via both data collection tools. Though
intervention programs often resulted in relationship development, the lack of attention to this
aspect of program design so it is an intentional goal is worthy of scrutiny given the strong
as a focus of the intervention programs in surveys, but it was not supported well in program
descriptions. Nevertheless, survey and interview responses made it clear that the development of
a strong sense of self was identified as crucial to the positive development of students
practitioners as was the self-confidence to self-advocate, take risks, and make mistakes with a
growth mindset. Some interviews identified practices that supported the development of self-
confidence and self-advocacy skills, such as AVID’s practices of having students identify and
sharing problems with peers who coach the student to problem solve or create a plan of action to
It should be noted that cultivating student self-confidence and advocacy is also reflective
of a relational technique involving a trusting culture cultivated among peer groups. This is one
example of the confluence between self-identity and interpersonal/ relational skills. In fact, the
two areas have significant intersections that can be mutually beneficial to student development if
identify and relational identify can be a powerful target to significantly impact the positive
Equity Considerations
It is also noteworthy that survey responses identified several key SEL skills among the
communalism category which was an addendum to the EASEL coding framework specifically
due to its importance in addressing equity-related issues. Adapting to challenging contexts and
student positive development, is another skill of particular importance to students who may be
of conflict between perception of self and perceptions of success in one’s environment. This
One unexpected element that emerged from interviews was the benefit of additional
teacher attention that students received from being in the intervention programs. This aspect was
a dimension of relational capacity, but it also involved the teachers talking with one another
about students and, frankly, giving more attention to the students as individuals of unique
circumstance and experience. Though demographic data was not analyzed as a component of
schools, as indicated in research presented regarding the opportunity gap for these students.
There is dissonance between historical normative experiences in schools and the cultural and
force, literature canon dominated by White, male authors, historical narratives emphasizing
White male experiences, media dominated by White depictions, etc. Thus, the importance of
The additional attention by teachers who are paying attention to students’ lived
Though this aspect may be categorized as another element of interpersonal, it is unique in that it
does not reflect the development of a student skill, but the development of teacher skills,
supported through the structure of the intervention program which allows for this additional
attention. In short, efforts to assure students are seen, receiving attention to their circumstances
and lived experiences by their teachers, is an important aspect of relational capacity that schools
Finally, one must note the dissonance between the findings and the design of intervention
programs. The construction of intervention programs does not reflect the importance of
capitalizing on a broad spectrum of SEL student assets in order to harness strengths towards
more success with academic outcomes. SEL development is not structured as integral, targeted
goal with established systems of cultivation. Though some program structures strengthen
individualized basis. Good teachers, in short, are cultivating self-identity and relational capacity
regardless of program design. While program design remains fixated on academic skill, it risks
redundancy with the program approaches that spawned underachievement in the first place.
Summary
development of SEL skills related to self-identity and relational-identity. Study findings indicate
that specific SEL skills are significant in the positive development of students identified as
experiencing underperformance, yet program design is narrowly focused on only certain SEL
skills. Fostering self-esteem, self-confidence, self-advocacy, risk-taking and a growth mindset
are crucial to self-identity, which, findings indicate has a positive association with students’
positive development. Moreover, interpersonal and communal relationship skills have also been
identified as SEL factors associated with positive student development. Specifically, conflict
resolution, relationships with teachers and peers, adjustment to different contexts, and connecting
with community are SEL factors that benefit student outcomes. Unfortunately, program design
seems more narrowly focused on cognitive regulation, which also is an SEL skill of importance,
but not to the exclusion of other less cultivated SEL skills. School programs would benefit from
thoughtful consideration regarding the cultivation of these SEL skills in order to positively
impact students not currently reaching potential. Moreover, an equity lens regarding
understanding students’ circumstances and lived experience, assuring these students are truly
“seen.”