Social-Emotional Learning (SEL) has become an essential modality in education. This study viewed how Social Emotional Learning (SEL) is perceived and applied by teachers, administrators, and support staff of the East Hampton Union Free School District. Additionally, in this study, respondents were able to identify if they applied SEL strategies in their work with students; they perceived a level of change in students' behaviors from the beginning of the school year to the end of the school year. The criteria for the perceived levels of behavioral change were the student's level of aggression, the student's ability to concentrate, the student's ability to regulate emotions, and a student's general level of cohesiveness. The research was executed by doing a cross-sectional study. The results indicated that SEL was not an indicator of a student's level of perceived behavioral change. Alike, the respondent's characteristics, such as the number of years in the education field, level of education, and the amount of Continuing Education credits a respondent has earned in the last four years, did not correlate with the perceived levels of behavioral change in students


Social Emotional Learning

Document Type


Year of Completion



Masters in Social Work


Maria Taylor, Ph.D., MSSW

Included in

Social Work Commons