9 Brock Education Journal 32 (1)

Elementary Teachers’
Perceptions and
Experiences Regarding A journal of educational research and practice
2023 Vol. 32 (1) 9−37
Social-Emotional
https://journals.library.brocku.ca/brocked
Learning in Ontario

Hajar Jomaa*, Cheryll Duquette**, Jessica Whitley***

University of Ottawa

Abstract
Social-emotional learning (SEL) is an essential part of students’ learning journey. Teachers’
perceptions of SEL have been associated with teaching outcomes and the effectiveness of its
implementation in classrooms. In Ontario, SEL is a mandated component in certain areas of the
curriculum. It is therefore important to consider teachers’ perceptions and experiences
regarding SEL because a teacher who is confident in implementing SEL strategies as part of the
curriculum may contribute to positive social, emotional, and academic outcomes for their
students. This study explored teachers' perceptions and experiences regarding SEL before and
during the COVID-19 pandemic. Three elementary teachers in Ontario implementing SEL
practices took part in a semi-structured interview that was informed by the CASEL (n.d.b)
framework, and it followed a modified version of Seidman’s (2019) three-interview protocol.
Research findings revealed the participants’ perceptions of SEL and the various informal
strategies they used to teach it during the COVID-19 pandemic in Ontario. This paper discusses
the benefits and barriers of teaching students the SEL competencies and describes potential
implications for practice informed by the collected data

Keywords: social-emotional learning, social-emotional competencies, CASEL, elementary

teachers, COVID-19

* [email protected]
** [email protected],
*** [email protected]
10 Jomaa, Duquette, & Whitley

Introduction

Teachers are known to invest hard emotional labour in their work (Hargreaves, 2001),
principally by providing social and emotional support for their students throughout the school
day (Forrester, 2020). Increasingly, social-emotional learning (SEL) is viewed as an important
component of the school curriculum (Frye et al., 2022). It is defined as the process through
which children and adults acquire and use knowledge to achieve goals, be compassionate
towards others (i.e., diverse groups of people), build and maintain strong relationships, and
make responsible decisions (CASEL, n.d.c). SEL consists of teachable competencies (e.g.,
relationship skills, social awareness, and responsible decision-making) and not personality
traits, which are inherited and remain stable over a lifetime (Whitehurst, 2019).

SEL emerged as a result of the deliberations of a group of educators in 1994 who convened to
discuss unmet needs in the school curriculum. It was agreed by the participants that emotional
intelligence was an essential component of student development that required attention
(Bridgeland et al., 2013). The group decided that students needed to know and understand
their own emotions and those of others, manage their emotions, develop empathy for others,
and make responsible decisions (Oberle & Schonert-Reichl, 2017). Following this meeting, the
Collaborative for Academic, Social and Emotional Learning (CASEL) was established to
disseminate and conduct research on the importance of SEL and the implementation of SEL
programs in schools (Oberle & Schonert-Reichl, 2017). Since then, SEL has also been viewed as
a proactive intervention used by schools to meet the challenges of an increasing number of
students with mental health issues (Buchanan et al., 2009; Greenberg et al., 2001).

Much of the research on SEL programs involves school-based programs for children that are
implemented school-wide. Durlak et al. (2011) conducted a meta-analysis of 213 school-based
universal SEL programs and found that compared to controls, participants in SEL programs
showed significant improvements in social and emotional skills, attitudes, behaviour, and
academic performance. They also found that following SAFE practices (sequenced, active,
focused, and with explicit learning goals) moderated positive student outcomes. Programs
using SAFE practices are systematically implemented and students are taught skills that have
been broken down into small components to be mastered with sufficient time and practice.
These practices to teach social and emotional competencies are based on learning theory, such
as following a step-by-step approach (Gresham, 1995) and using active learning (Salas &
Cannon-Bowers, 2001). Durlak et al. (2011) argued that all four components of the SAFE
approach need to be in place to produce positive outcomes of SEL instruction. It was also found
that environments that supported SEL learning were safe and orderly, where teachers
established caring relationships with their students and conveyed high expectations for
academic performance (Durlak et al., 2011). In a similar study, Taylor et al. (2017) conducted a
11 Brock Education Journal 32 (1)

meta-analysis to review 82 SEL interventions involving a total of 97,406 K-12 students. This
study showed that SEL also had a positive long-term effect on students across different age
groups and geographic contexts.

While schools have taken on the task of teaching SEL competencies to students, children’s first
teachers are usually their parents and caregivers (Zinsser et al., 2014). Parents instruct through
modelling, informal teaching, and contingent reaction to emotions all within the global
emotional environment of the home (Denham, 1998; Eisenberg et al., 1998; Kochanska et al.,
2000). More specifically, parents model giving labels to emotions, regulating them, and
reacting to emotional displays of other, as well as coaching their children through emotional
situations (Denham et al., 2007). Essentially, parents weave SEL competency instruction into
day-to-day activities (Zinsser et al., 2014). CASEL (n.d.c) also recommends collaboration
between parents and teachers. Given the importance ascribed to the teaching of SEL
competencies, particularly at school, the purpose of this research is to investigate teachers’
perceptions of SEL and the strategies they use to teach it.

SEL and CASEL

The CASEL framework is ubiquitous and influences practices across much of SEL-centred
education (Frye et al., 2022). The CASEL (n.d.b) framework includes five core competencies
(self-awareness, self-management, social awareness, relationship skills, and responsible
decision-making) which are known to be frequently used by school districts and states in
developing standards for SEL (Kress & Elias, 2006). The CASEL (n.d.b) framework also
emphasizes implementing SEL schoolwide through the use of formal programs (Oberle et al.,
2016).

CASEL’s five competencies are integral to formal SEL programs (Frye et al., 2022) and are often
found in health and physical education curricula across K-12 education (Eklund et al., 2018).
However, to be implemented effectively, teachers require knowledge of SEL. The results of
Glenn’s (2022) study of high school teachers indicated that they had a poor understanding of
SEL and felt that it was not feasible to implement in their classes. Training in the five CASEL
competencies may, however, improve knowledge and contribute to more effective
implementation (Cooney, 2021).

Importance of Teachers’ Beliefs and Perceptions of SEL

SEL’s presence in classrooms has been affected by teachers’ perceptions of SEL and their self-
efficacy in instructing it (Forrester, 2020). Teachers’ beliefs have been known to guide their
actions and intentions, thus affecting teaching practices and experiences (Collie et al., 2015).
Teachers who believed that SEL is important to be taught in classrooms strive to teach it to their
students, especially through a formal curriculum (Zinsser et al., 2014). Teachers’ positive
12 Jomaa, Duquette, & Whitley

beliefs about SEL have been associated with teachers’ greater confidence in teaching it (Brackett
et al., 2012). Moreover, a teacher who is confident in using SEL strategies may contribute to
positive social, emotional, and academic outcomes for their students (Buchanan et al., 2009).
On the contrary, studies have shown that the higher the teachers’ perceived stress and
dissatisfaction in their teaching practices, the less likely SEL is taught effectively in classrooms
(Collie et al., 2012; Collie et al., 2015).

Exploring SEL in the Context of COVID-19

With the outbreak of the COVID-19 pandemic, teachers were presented with a set of challenges
whether educating students online, or in socially distanced classrooms (Daniel, 2020). While the
main focus of this study was not on SEL during the pandemic, the timing of data collection
necessitated and benefited from the experiences and beliefs of teachers as they navigated
COVID-19 restrictions. Although various SEL strategies that could be implemented during the
pandemic were suggested by Kamei and Harriot (2021), the effect the pandemic had on
teachers’ perceptions and practice of SEL has yet not been studied. Glenn (2022) cautions that
the lack of in-person instruction could have a negative effect on the instruction and
development of SEL competencies. This research explored teachers’ perceptions of SEL and the
strategies they used to teach it before and during the COVID-19 pandemic.

Importance of SEL

The majority of the extant literature has found that teachers acknowledge the importance of SEL
(Borner, 2018; Forrester, 2020). Results of quantitative research conducted in the U.S. showed
that teacher beliefs about the importance of SEL were influenced by a student’s grade level, and
that it was seen as somewhat less important for older cohorts (Bridgeland et al., 2013). SEL has
also been shown to be particularly important during the COVID-19 pandemic in helping
students navigate challenging times (Murphy et al., 2021). During the pandemic, many children
and youth reported symptoms of inattention, irritability, and fearfulness (Singh et al., 2020).
Organizations such as CASEL (n.d.a), have recognized the negative effects of the pandemic and
provided resources to help teachers, parents, and caregivers support children’s SEL.

SEL Strategies

SEL competencies may be taught using either formal or informal programs (Denham, 1998).
While researchers have examined the implementation of formal SEL programs such as PATHS,
RC, the 4Rs program, and the RULER approach (Cooney, 2021), other studies have highlighted
informal SEL strategies (e.g., modelling and check-ins) used by teachers. They found that
teaching SEL strategies was most effective when they were taught consistently (Finkley & Hayes,
2020), using culturally relevant content (Cvar, 2019), and with clear expectations (McCoy,
13 Brock Education Journal 32 (1)

2017). Modelling of SEL competencies by teachers or adult role models was also shown to be
effective in improving students’ SEL knowledge and behaviour (Bear, 2020; Cooney, 2021).

Teachers have found success teaching students competencies related to awareness of others’
feelings through methods such as (a) role-playing (Finkley & Hayes, 2020); (b) classroom
discussions (Kamei & Harriot, 2021); (c) games that enhance students’ sense of community
(Chin Ng & Bull, 2018). The literature describes many different methods teachers use to instruct
their students on self-awareness and self-management competencies. For example, using
statements that express students’ feelings rather than confronting perceived misbehaviour
(Cooney, 2021). The literature also notes that some students have been taught self-monitoring
skills, especially during virtual lessons during the COVID-19 pandemic (Kamei & Harriot, 2021).

A common informal SEL implementation strategy described in the literature relates to teachers
setting a positive, warm, respectful, and caring learning environment for students (Cvar, 2019).
This environment can be fostered when teachers (a) regularly check in with their students
regarding their academic progress and psychological mental well-being; (b) use daily
affirmations to build students’ self-confidence (Cooney, 2021); and (c) build a positive teacher-
student relationship (Finkley & Hayes, 2020). Moreover, teachers reported using stress-
reduction strategies such as mindfulness practices (Cooney, 2021), yoga, relaxation exercises
with music, and breathing techniques, especially in virtual classrooms during the COVID-19
pandemic (Kamei & Harriot, 2021). Students were also taught about different SEL competencies,
such as persevering through hard times, through read alouds (McCoy, 2017). Although the
efficacy of informal SEL strategies is difficult to evaluate, teaching these SEL strategies
informally and formally appears to provide many benefits for both students and teachers.

Benefits of SEL

One benefit of SEL programs noted in the literature is improved academic achievement for
students (Douglass, 2011; Durlak et al., 2011; Taylor et al., 2017; Zinsser et al., 2014). As well,
teachers who incorporated SEL practices in their classrooms perceived increased emotional
regulation, emotional knowledge, and empathy among students, which in turn helped them
academically later in elementary school (Birch & Ladd, 1998; Raver & Knitzer, 2002). Other
benefits for students include improved social skills, such as emotional regulation and
interpersonal skills (Borner, 2018; Bridgeland et al., 2013; Durlak et al., 2011). Moreover, SEL
has been perceived as important in students’ various life endeavours (e.g., school and work)
(Buchanan et al., 2009; Durlak et al., 2011), helping students be more aware of their feelings
(Cvar, 2019), and teaching them social skills (e.g., social awareness) (Borner, 2018).

Research has emphasized that teachers perceive SEL as a way to build strong relationships with
their students (Philippe, 2017; Poulou et al., 2018). Positive student-teacher relationships have
14 Jomaa, Duquette, & Whitley

been found to lead to improved student behaviour (Cvar, 2019; Poulou, 2017), increased
student motivation, decreased student stress about school life (Collie et al., 2012), and high
academic achievement (Douglass, 2011).

In addition to the positive impact of SEL on students, it also has benefits for teachers. For
example, a teacher in Gainforth’s (2020) mixed methods research conducted in Canada
narrated a personal incident in which she was able to avoid a stressful situation by applying an
SEL strategy she previously taught her students (i.e., managing and recognizing her emotions).
In a quantitative study also conducted in Canada by Collie et al. (2012), teachers implementing
SEL strategies felt less stress, were more satisfied with their job, had greater teaching efficacy,
and were more motivated to improve and teach SEL. Moreover, teachers’ well-being, classroom
management, communication skills, and SEL skills generally improved when they had
experience teaching SEL (Webster-Stratton & Reid, 2003). However, while myriad benefits of SEL
have been noted for students and their teachers, a number of barriers have also been identified.

Barriers to Implementing SEL

A considerable body of research has shown that teachers feel they lack SEL training and have
limited knowledge of SEL (Buchanan et al., 2009; Douglass, 2011; Esen-Aygun & Shahin-Taskin,
2017). Research results reveal that when teachers are knowledgeable about SEL, they
understand its importance (Douglass, 2011) and are more confident in implementing SEL
practices in their classrooms (Collie et al., 2012; Philippe, 2017). To improve their SEL
instructional skills, teachers need appropriate support and professional development (PD)
(Collie et al., 2015; Cooney, 2021). Encouragement and support from the administration have
been shown to be equally important for improving confidence and job satisfaction when
implementing SEL (Collie et al., 2015).

In several studies, teachers described not having sufficient time throughout the school day to
prepare and teach SEL lessons (Borner, 2018; Buchanan et al., 2009; Cvar, 2019). Other
research has shown that teachers may not be provided with sufficient resources to deliver high-
quality SEL lessons (Collie et al., 2015). For instance, several teachers in Buchanan et al.’s
(2009) quantitative study conducted in the United States indicated that they lacked funds to
purchase materials for SEL lessons.

In summary, the literature shows that educators recognize the importance of SEL in enhancing
students’ learning outcomes (Pekrun & Linnenbrink-Garcia, 2014), and many implement
informal and/or formal SEL practices in their classrooms. SEL has been associated with better
student-teacher relationships (Philippe, 2017), decreased student stress (Collie et al., 2012), as
well as improved student academic achievement (Borner, 2018), social skills (Buchanan et al.,
2009), behaviour (Poulou, 2017), and motivation (Collie et al., 2012). Research results also
15 Brock Education Journal 32 (1)

show that in-service training can increase teachers’ SEL knowledge (Esen-Aygun & Shahin-
Taskin, 2017). However, there are barriers to implementing SEL, such as a lack of up-to-date
teacher-training opportunities, time to implement SEL practices during the school day, planning
time, and resources (Collie et al., 2015). Several large meta-analyses have been conducted to
date which synthesize the effects of structured SEL programs and interventions (e.g., Durlak et
al., 2011; Taylor et al., 2017). However, to capture teachers’ perceptions, beliefs, and use of
SEL in the classroom, most studies have adopted a qualitative approach.

Current Study

Numerous studies have demonstrated the importance of incorporating SEL in elementary and
secondary classrooms and have highlighted teachers’ perceptions and experiences of SEL (e.g.,
Buchanan et al., 2009). Most of these studies have been conducted in the United States (e.g.,
Zinsser et al., 2014) while only a few have been conducted in Canada (e.g., Collie et al., 2012;
Collie et al., 2015; Gainforth, 2020), with no studies conducted specifically in Ontario. In this
province, SEL is mandated to be taught in schools in elementary grades (Government of
Ontario, 2019). Other Canadian provinces have also focused on implementing SEL in their
curriculum, especially British Columbia and Nova Scotia (Guyn Cooper Research Associates,
2013). For instance, the K-12 curriculum in British Columbia includes the importance of
teaching students the three Core Competencies (Government of British Columbia, n.d.).
Similarly, the Nova Scotia curriculum teaches the six Essential Graduation Competencies
(Government of Nova Scotia, n.d.). However, it remains unclear how teachers in Ontario perceive
and experience teaching SEL competencies. The research questions guiding this study are: (1)
What are elementary teachers’ perceptions of SEL in Ontario? And (2) What are elementary
teachers’ experiences implementing SEL in Ontario before and during the COVID-19 pandemic?

Primary Researcher’s Statement

My teaching experience began with teaching adults both English and Arabic online. I continued
doing so even after being hired to teach English for Grades 5 and 6 at an international school in
Saudi Arabia. Although not aware of the term “SEL,” I was determined to teach it in my
classrooms to build a strong relationship with my students, as well as help them build essential
competencies they would need to navigate in society. I focused on implementing informal SEL
practices which centred around checking in on my students before and after class, organizing
events and activities to help them build self-awareness (i.e., awareness of their interests, goals,
talents, etc.), guiding and helping them problem-solve, training students to be critical thinkers,
and supporting students in making informed decisions.

I wanted to study teachers’ perceptions of SEL and experiences teaching it to understand them
better. As a parent and a teacher, I believe that children’s SEL competencies should be
developed both at home and at school.
16 Jomaa, Duquette, & Whitley

Theoretical Framework

The theoretical framework guiding this study were the five core competencies within the SEL
framework developed by CASEL (n.d.b):

1. Self-awareness is the capacity to understand one’s strengths, weaknesses, emotions,

thoughts, and values and how they affect behaviour. It includes recognizing emotions and
identifying one’s strengths, self-confidence, and self-efficacy.

2. Self-management is the ability to manage one’s emotions, thoughts, and behaviours to

achieve personal goals and aspirations. It is the ability to manage stress, self-discipline,
motivate oneself, and set and strive to achieve personal goals.

3. Social awareness is the demonstration of empathy and compassion towards others,

including those of different backgrounds, cultures, and contexts. It encompasses an
understanding of social, ethical, and cultural norms for behaviour; respecting others; and
celebrating diversity.

4. Relationship skills is the ability to build a positive and healthy relationship with others,
communicate effectively, and navigate various situations with different individuals. It
includes the ability to communicate clearly, listen attentively, build teamwork skills, resist
inappropriate peer pressure, and ask and offer help when needed.

5. Responsible decision-making is the ability to make rational and productive choices about
personal behaviour and social interaction across various contexts. It is to look realistically
at situations, problem solve and analyze the awards and consequences involved while
keeping in mind the well-being of oneself and others.

The CASEL (n.d.b) framework also highlights the importance of implementing SEL in key
settings such as classrooms, schools, homes of families/caregivers, and communities. In these
environments, SEL practices and programs should be used within the school’s academic
curricula and cultural settings in a school-wide context (CASEL, n.d.b). According to CASEL
(n.d.b), it is beneficial to implement SEL across the school’s policies and practices while
collaborating with families and community organizations in supportive and nurturing
classrooms. SEL should align with learning opportunities, develop adult competencies, and
should be grounded in authentic family and community partnerships. The CASEL (n.d.b)
framework was chosen for this study as it is known for leading scientific investigation of child
development in SEL (Frye et al., 2022). It is also crucial to paint a clear picture of how SEL
practices can be taught according to the five core competencies and four key settings defined
by CASEL (Frye et al., 2022).
17 Brock Education Journal 32 (1)

Figure 1

CASEL’s SEL Framework

Note. From CASEL (n.d.b)

Context of the Study

The study was conducted in the winter of 2021 when the threat of the COVID-19 pandemic was
very high in Ontario. During the pandemic, some provinces maintained in-person classes
throughout most of the 2020-2021 academic year, and others combined in-class and online
instruction, depending on the rates of infection (Cooper et al., 2021). In Ontario, in-person
instruction occurred in the fall of 2020 and COVID-19 protocols were followed (e.g., masks,
cohort instruction, and physical distancing). In the winter and spring of 2021, teachers,
including participants in this study, taught in-person (i.e., in February and March) and online
(i.e., most of January and April through June), resulting in more weeks of in-school closures
than any other province (Miller, 2021).

Methodology

This study adopted a qualitative research design, “a situated activity that locates the observer in
the world. It consists of a set of interpretive, material practices that makes the world visible”
18 Jomaa, Duquette, & Whitley

(Denzin & Lincoln, 2005, p. 3). A thematic analysis of our semi-structured interviews allowed
for the interpretation of teachers’ perceptions and experiences.

Participants

Elementary teachers of Grades 1 to 6 in Ontario were recruited using purposeful sampling, with
the goal of seeking those able to supply the most information possible regarding a specific
topic (Perry & Nichols, 2015). The selection criteria were that participants teach at the
elementary level (Grades 1 to 6) in Ontario and have experience implementing SEL within the
last 5 years, either formally or informally. Although elementary education in Ontario includes
Grades 1 through 8, participation was limited to Grades 1 through 6 in order to increase the
homogeneity of the school context. In Ontario, Grades 7 and 8 may be taught in an elementary
school, junior/middle school, or high school.

Participants were recruited during January and February of 2021 when many schools across
Ontario were closed and teachers were instructing online. Notices were posted on social media,
specifically Facebook, Twitter, LinkedIn, and Instagram, by posting a recruitment poster, which
was uploaded to the first author’s personal accounts. Participants who met the selection criteria
were accepted on a first-come, first-served basis. Three female teachers who met the criteria
were identified by pseudonyms to protect their anonymity: Sam, Alex, and Emma. Table 1
provides demographic information for the three participants.

Data Collection and Analysis

A semi-structured interview was conducted with each participant which consisted of questions
related to CASEL’s (n.d.b) five core competencies and key settings for implementing SEL. Each
participant was interviewed following a modified version of Seidman’s (2019) three-interview
protocol, in which the three parts were condensed into an approximately 2-hour single session.
It was felt that due to teacher workload and stress during the pandemic, it might not be
possible to conduct more than one interview per participant. The first part of the interview
focused on participants’ life history, specifically their childhood, experiences at school
implementing SEL as educators before the COVID-19 pandemic, and educational background.
Then participants discussed their current experiences as educators who implement SEL
practices in their classrooms during COVID-19 in the second set of questions. The final part of
the interview allowed teachers to reflect on their lived experiences teaching SEL. It was here that
the participants explained what it means to be a teacher who implements SEL and the
associated benefits and barriers.
19 Brock Education Journal 32 (1)

Table 1

Study Participants

Name Initial Teacher Years of Qualification to Now Additional

degree education teaching teach teaching responsibilities
program experience

Sam Foreign 1-year 15+ Junior/ K-8 Teacher union

language B.Ed. intermediate/ representative
French at a
and senior core
rural school
literature French teacher

Alex Health and 1-year 26 Primary/ Gr. 2 at a Math lead

physical B.Ed. intermediate/ rural school
education; senior teacher
minor in Teaches all
psychology subjects
Specialization in
Computer and
guidance
Principal
qualifications

Emma English 1-year 15 Primary/junior/ Gr. 2 at a -

B.Ed. intermediate suburban
school

The interviews were conducted at a time convenient to the participants using the video-
conferencing platform Zoom, and they were audio-recorded and transcribed verbatim. The
transcripts were sent via email attachment to the participants to provide them with the
opportunity to make revisions to ensure that the data accurately reflected what they wanted to
say. The data were analyzed inductively, and a thematic analysis was conducted. The approved
transcripts were first read repeatedly to ensure understanding of the ideas expressed by the
participants. Then they were coded manually to promote engagement with the data (Charmaz,
2000). Categories were developed and themes emerged, and the CASEL (n.d.b) framework was
mapped onto the SEL strategies implemented by the participants.

Trustworthiness

In qualitative research, trustworthiness captures the believability of the data (Guba & Lincoln,
1989). Credibility was the criterion used in this research to ensure trustworthiness (Merriam,
1998). To enhance credibility and ensure the accuracy of the data, member checks were
conducted with the participants (Guest et al., 2012). None of the participants made changes to
20 Jomaa, Duquette, & Whitley

their transcripts. As well, the first author, who conducted the interviews, managed her
expectations by appreciating participants’ alternative realities and suspending initial
judgements (O’Leary, 2017). Additionally, the first and second authors analyzed the data
independently and their findings were congruent (Merriam & Tisdell, 2016).

Findings

Seven themes emerged from the interviews with Sam, Alex, and Emma: (a) SEL and its
importance; (b) strategies to teach SEL competencies; (c) benefits of SEL; (d) barriers to
implementing SEL; (e) professional development and support for SEL; (f) involvement of parents
and the community in SEL; (g) SEL during the COVID-19 pandemic.

SEL and Its Importance

The educators agreed that SEL is the foundation of student academic success. They believed
that if students trusted the teacher and felt psychologically safe to make mistakes in the
classroom, then they would do well academically. Alex emphasized, “Children aren't going to
learn if they don't feel safe.” While Sam felt that learning SEL competencies should be more of a
focus of the elementary grades than the secondary ones, Alex and Emma contended that
students of all ages could benefit from SEL through instruction and teacher modelling.
However, the three educators consistently stated that it was important to begin teaching SEL
competencies in the elementary grades so that students could use the competencies at
different stages in their life. Sam and Alex both indicated that a positive teacher-student
relationship was required to create a safe and nurturing environment in which SEL competencies
could best be taught. Sam wondered, “What can I do to facilitate that collaborative and inclusive
atmosphere?”

Strategies to Teach SEL Competencies

Although both Sam and Alex reported implementing formal SEL programs, it was clear from the
findings that all three participants’ main focus was on implementing informal SEL practices (see
Tables 2 and 3). Sam and Alex had implemented a schoolwide SEL program, and all three
participants believed that a schoolwide approach is the best way to implement SEL. Sam stated
what it meant to teach SEL schoolwide:
It was just not at the teacher level but it was topped by the administrators and all the way
down and it was implemented with consistency so then the students just adopted it,
thought that it was the norm, and didn’t question it.

Sam described implementing four SEL schoolwide programs: Character Education (Briggs,
2019), Choice-based teaching (Potter, 2019), Tribes program (Tillotson, 2021), and the Four
Zones of Regulation (The Zones of Regulation, 2021).
21 Brock Education Journal 32 (1)

Table 2

Strategies to Teach SEL Competencies Pre-COVID-19

Competencies Sam Alex Emma

Self-awareness Applying the four zones of Implementing Changing students’ negative

regulation program (formal), mindfulness in education reaction to mistakes with a
Practising yoga (formal SEL (formal and informal), positive one (informal),
practice in P.E.), Applying the four zones Helping students realize
Implementing mindfulness of regulation program mistakes and admitting them
in education (formal and (formal), (informal),
informal), Motivating students to do Helping students realize and
Checking in with students anything they put their regulate their emotions
and speaking in a language mind to (informal). (informal),
they understand (informal). Celebrating students’
mistakes (informal).

Social - - Organizing an activity where

awareness students share and discuss
the effect their actions have
on others (informal),
Modelling how to react in
different situations (informal).

Relationship Teaching students how to Teaching students about Reading stories about
skills respect others (informal), accountable talk relationship-building
Telling students to be (informal). (informal),
mindful of what people say Encouraging students to help
and the things they say in others (informal),
front of them (informal). Teaching how to make and
keep friends (informal),
Modelling relationship skills
(informal).

Responsible Teaching how to analyze a Telling students to do the Teaching students how to
decision- situation before taking an best they can (informal) apologize (informal),
making action (informal), Admitting wrongful actions
Guiding students in solving (informal),
problems (informal) Guiding students in solving
problems (informal).

Self- Telling students to set goals Helping students that feel Teaching students
management and checking in with dysregulated manage perseverance (informal),
students’ progress themselves and their Teaching students how to
(informal), emotions by giving them manage their emotions
Implementing choice-based fidget toys (informal), (informal).
teaching and the Ontario Putting calm music after
Character Education P.E class to calm the
program (formal). students (informal).
22 Jomaa, Duquette, & Whitley

Table 3

Strategies to Teach SEL Competencies During COVID-19

Competencies Sam Alex Emma

Self-awareness Applying the four zones of Students have to Changing students’ negative
regulation program identify how they are reaction to mistakes with a
(formal), feeling choosing an positive one and celebrating
Checking in with students emoji or meme online them (informal),
and speaking in a language (informal), Helping students realize
they understand (informal) Regulating students’ mistakes and admitting them
Reading stories about emotions through (informal),
mindfulness (informal). teacher-student Helping students realize and
communication regulate their emotions
(informal), (informal).
Parents are encouraged
to take a break with
their family when
needed (informal).

Social Implementing the “Star Helping students Organizing an activity where

awareness Routine” where students understand their students share and discuss
ask one another how they classmates’ situation the effect their actions have
are doing (informal). and perspective by on others (informal),
having a discussion and Modelling how to react in
explaining key points different situations
(informal). (informal).

Relationship Telling students to ask for Playing games that Reading stories about
skills help when needed or stimulate students to relationship-building
guiding them to other express their ideas in (informal),
sources to seek support front of their peers Encouraging students to
(informal) (informal) help others (informal),
Teaching how to make and
keep friends (informal),
Modelling relationship skills
and how to react to
situations (informal).

Responsible Encouraging - Teaching students how to

decision- communication (via email) apologize: saying sorry and
making in case an extension on changing undesirable
assignments is needed behaviour (informal),
(informal), Admitting wrongful actions
Reminding students to be (informal),
mindful of their actions Guiding students in solving
(informal). problems (informal).
23 Brock Education Journal 32 (1)

Table 3 (Cont’d)

Strategies to Teach SEL Competencies During COVID-19

Competencies Sam Alex Emma

Self- Teaching students how to Implementing Teaching students

management manage stress related to mindfulness program perseverance (informal),
submitting work by (formal), Teaching students how to
communicating with the Motivating students to manage their emotions
teacher (informal). solve problems and not (informal).
to be afraid to make
mistakes (formal SEL
expectation in math),
Allowing students to
decide when to take
breaks during a lesson
(e.g., in online classes
students walk around to
feel calmer) (informal),
Giving students fidget
toys to help them pay
attention during class
(informal).

Similarly, Alex stated that she had implemented the four zones of regulation and a 21-day
mindfulness program. She indicated that once her school started implementing SEL to all
students rather than to a particular group of students (i.e., students who feel dysregulated), she
saw a difference in those groups of students who had once felt different from their peers. While
Emma saw value in using a formal SEL program, she clearly stated that she did not use them.
Instead, she taught SEL competencies through informal practices that were based on her
personal beliefs about teaching (e.g., encouraging students to persevere).

Table 2 shows the strategies used by the participants to teach SEL competencies before COVID-
19. While Sam and Alex used the four zones of regulation, all three teachers overwhelmingly
implemented informal strategies with their students. It is possible that their schools had not
adopted a school-wide program, leaving each teacher to instruct SEL competencies informally
as required by the students. Sam and Alex did not report any using strategies to address the
social awareness competency. It may be the case that their students already demonstrated
competence in this area and no instruction was required.

During the pandemic, Sam and Alex were still using elements of the four zones of regulation
program. They were also now implementing strategies to teach social awareness to their
students. Emma’s SEL pre-COVID-19 practices did not differ from those implemented during
24 Jomaa, Duquette, & Whitley

COVID-19. However, Sam and Alex’s experience with teaching SEL before and during the
pandemic differed from Emma’s in that they prioritized students’ mental and emotional well-
being before academics during the pandemic.

Benefits of SEL

All participants believed that SEL supports students in solving problems by persevering,
especially in math (Alex and Emma), which is related to the self-awareness competency. Sam
also mentioned that asking for help when solving any problem is important for perseverance.
She clarified, “I feel like it’s the problem-solving piece. [SEL] gives the individual more
confidence all around. [Students] are able to self-manage and to work through it on their own
and to ask for help when needed.” These skills are components of the self-management and
relationship competencies and support academic achievement. As well, when students had SEL
competencies and a positive relationship with their teachers, they were not afraid of making
mistakes in front of peers or the teacher (Alex and Emma). The three participants believed that
a basic condition for the successful teaching of SEL in the classroom involved establishing a
strong student-teacher relationship, which improves when trust is built and support is provided
by the teacher.

There was consistency among participants regarding SEL’s positive effect on students’ mental
health. Alex believed that when students had SEL competencies they were happier, and Sam felt
that they were able to self-regulate better. Alex said, “I think it takes that stigma and pressure
off that they can have a bad day, they can have big feelings, and that they don't have to be
afraid of it.” However, Emma commented that some students with diagnosed mental health
issues still need extra interventions and support.

There was a common understanding among participants that the presence of SEL not only
benefits students but teachers as well. Sam shared that with SEL implementation, she can cover
the curriculum within the allotted timeframe. She also saw that teaching SEL competencies was
rewarding because she would witness her students using them. Alex revealed that she used the
strategies she taught her students in her own life (e.g., mindfulness), and was inspired by
students who returned each day to school with a positive attitude despite having struggled the
previous day. Alex seemed passionate about implementing SEL and said, “I think I’m a better
educator because of it.” Emma also acknowledged being a better educator because she had a
solid relationship with her students and was more aware of their academic level.

Barriers to Implementing SEL

All participants described a few barriers to implementing SEL. Sam found the most challenging
aspect of implementing SEL was convincing some students to adopt a particular SEL strategy or
25 Brock Education Journal 32 (1)

method. Resistance from parents (i.e., parents not being open to something new) with regard to
implementing SEL was noted by Sam as a barrier.

Alex was confident in implementing SEL and did not experience many barriers. While she did
not encounter resistance from parents, she felt that the pressure students experienced at home
was a barrier. She believed there should be common norms of behaviour at school and home
(e.g., “it’s okay to make a mistake” and how to regulate emotions). Alex strongly believed that
SEL could be implemented effectively when parents were provided information on how to
support their children in ways that are consistent with what is taught at school, thereby
avoiding conflicting messages.

Emma’s main challenge was not parents, but the lack of resources to teach SEL competencies to
the entire class. She specified, “I need resources to feel more confident.” She indicated that in
the fall of 2021 when in-class instruction was resuming, she would be interested in teaching
SEL formally but wanted her board of education to provide lesson plans and resources.

Professional Development and Support for SEL

Sam and Alex had a positive attitude towards the PD they received on SEL whether from the
school board or their school. However, Emma reported not receiving enough PD on SEL.
Additionally, based on participants’ responses, it was clear that they were highly supported by
the school staff and administration to implement SEL and were thereby confident in doing so.

Sam indicated learning about SEL during her B.Ed. program and explained, “In terms of the
seminar, it was just explaining the different socio-economic status groups, what their needs
are, and what you can do within your own teaching practice to have them feel safe, included,
and respected.” Sam also learned more about SEL through personal research, and Alex enrolled
in courses on SEL. As well, Sam and Alex appeared to have attended workshops on SEL
sponsored by their respective boards of education pre-COVID-19.

While Emma did not mention any PD sessions specifically on SEL, she and Alex attended
workshops on the new math curriculum during the initial rollout. Alex indicated that the
presenters discussed SEL strategies that could be used in class when implementing the new
math curriculum; however, Emma’s workshop did not appear to address this topic. Since
COVID-19, workshops have been held after school. Alex and Emma were not eager to attend
them, as they were too tired after a day of teaching. They all preferred attending PD sessions
held during the school day, as had been the practice before the outbreak of the pandemic. Alex
explained,
A lot of the workshops that were being offered this year have been on people's own time,
and I think a lot fewer people are taking it or taking advantage of those workshops and
those experiences because they're just at the end of the day—they’re done.
26 Jomaa, Duquette, & Whitley

Emma expressed her disappointment in not having sufficient PD, especially during the
pandemic, in order to implement SEL formally to the entire class.

All three participants felt supported by the administration, board personnel, and/or colleagues.
Sam indicated that when implementing SEL competencies, she was supported by the
administration, her mentor, and a special assignment teacher who acted as a coach and who
sent SEL resources to her. Like Sam, Emma expressed that she could request resources from a
special assignment teacher in her board, but her key support group was her colleagues.

Involvement of Parents and the Community in SEL

The belief that SEL should be taught by the school and at home was expressed by the three
educators. Sam argued, “Students might think they have to act and think in a certain way when
they’re at school but, in reality, SEL has a benefit in a wider community and for the person as a
whole in their different areas of life.” Moreover, the participants felt that parents should learn
about SEL and support the school in teaching competencies at home. Sam contended that
parents should learn about SEL competencies whether through personal research or SEL
resources provided by schools to reinforce them at home.

Sam and Alex both reported working with community groups in implementing SEL
competencies. Sam explained that her school partnered with a community centre that provided
individual and small group support for teachers and students during the school day. Alex’s
school had worked with a community organization that provided a mindfulness program, which
was implemented by teachers at her school.

SEL During the COVID-19 Pandemic

Participants had different perceptions of SEL implementation during COVID-19 whether online
or in-person. Sam saw that students were not used to learning online, and she had to teach
them to navigate the online platform. She believed that SEL implementation was enhanced
during the COVID-19 pandemic because students understood SEL competencies better with the
circumstances surrounding learning online or in socially distanced classrooms (i.e., mask-
wearing and everyone going through common challenges). She explained, “What usually
happens is that a conversation ensues about how one another is feeling. There’s a kind of unity
aspect I think.”

Alex articulated that SEL had been emphasized during COVID-19, partly to support students’
mental health and because of the SEL expectations in the new mathematics curriculum. Similar
to Sam, Alex thought that SEL implementation was enhanced during COVID-19 because
students could acknowledge others’ feelings better, especially those with autism. However, she
did express that some activities, such as those held on the carpet and hands-on tasks, were
27 Brock Education Journal 32 (1)

difficult to do in physically distanced classrooms. Instead, she used more class discussions and
the “I notice, I think, and I wonder” game, where “there are no wrong answers.”

Emma firmly believed that COVID-19 deterred the teaching of SEL because it was difficult to
engage students in the material online. She felt that students learn more about SEL in groups
than individually. She argued, “I think you learn about social-emotional learning more as a
group. Learning empathy for each other, working with each other, working in that group, and
helping that other kid because he’s struggling.” During the pandemic, group work activities that
may require physical contact proved to be difficult due to the nature of a socially distanced
classroom. Nevertheless, she noted that some students were flourishing in online learning
where their problem-solving skills improved because they were placed in situations where they
had to solve their own issues.

One teacher recognized the need for support for teachers during the pandemic. Alex was
grateful for her principal who, during the pandemic, conducted daily check-ins with the
teachers and encouraged them to take a mental health day when needed. She stated, “Not
everyone I know has that much support.”

Discussion

This study examined the SEL perceptions and experiences of three elementary teachers in
Ontario drawing on the CASEL (n.d.b) set of competencies as a theoretical framework. A
thematic analysis revealed several findings related to teachers’ perceptions and experiences
teaching SEL competencies. The data are discussed in terms of the two research questions.

Participants’ Perceptions of SEL

The three teachers in this research perceived that SEL competencies were the foundation of
students’ academic success and social and emotional well-being. This belief is consistent with
other research results showing that teachers believed SEL was an important component of
students’ learning (e.g., Borner, 2018; Cvar, 2019), and long-term academic success (Durlak et
al., 2011; Zinsser et al., 2014). These teachers also felt that creating a warm and nurturing
classroom and developing strong student-teacher relationships were essential to teaching SEL
competencies, a finding also noted in other research (e.g., Durlak et al., 2011; Poulou et al.,
2018).

Similar to Philippe’s (2017) results, the teachers in this study believed that SEL instruction was
important in both elementary and secondary schools. However, more importance was ascribed
to teaching SEL competencies at the elementary level, which supports the results of Bridgeland
et al. (2013). These participants also valued family and community partnerships as outlined in
28 Jomaa, Duquette, & Whitley

the CASEL (n.d.b) framework and emphasized the importance of teacher-parent collaboration in
implementing SEL strategies (CASEL, n.d.b; Zinsser et al., 2014).

As well, the participants felt they had a duty to implement SEL, whether it was provincially
mandated in a curriculum document or not. Likewise, teachers in previous studies have
indicated that teaching SEL was part of the job (Zinsser et al., 2014) and that they had a
professional responsibility to include SEL competencies in their classroom practices (Lasky,
2005; McCoy, 2017). Moreover, these participants believed that they were better educators due
to implementing SEL, a finding that supports previous research results (Collie et al., 2015).

Participants’ Experiences With SEL

This study provided evidence that the three teachers’ SEL strategies, whether formal or
informal, encompassed all of CASEL’s (n.d.b) five core competencies, which is consistent with
Durlak et al.’s (2011) results. As well, by creating a positive and safe classroom environment,
teachers in the study stated that their students were able to view making mistakes positively
and voice their opinions confidently and without fear of judgement (Borner, 2018). Moreover,
educators in this study modelled social awareness and relationship skills to their students,
which also supports previous research (e.g., Cooney, 2021; Finkley & Hayes, 2020). These
informal strategies also align with those used by parents to teach SEL at home (Denham et al.,
2007). They also taught self-management through mindfulness practices (Alex), read alouds
and discussions (Emma), and regular check-ins. These strategies used to teach SEL
competencies were previously reported in the literature (Kamei & Harriot, 2021; Kim & Hong,
2019; McCoy, 2017; Philippe, 2017). Similar to comments made by Kamei and Harriot (2021),
the strategies took on a new importance during the COVID-19 pandemic.

Teachers in this study observed that teaching strategies to improve SEL competencies were
associated with happier, calmer, and more motivated students, which in turn improved student-
teacher relationships and academic achievement. These benefits are consistent with those
identified in previous research (Collie et al., 2015; Forrester, 2020; Zinsser et al., 2014). One
participant (Sam) added that being able to cover more of the curriculum could be due to
students’ SEL competencies. Another participant (Alex) stated that she benefited from teaching
SEL competencies by using them in her own life, which is consistent with a finding reported by
Gainforth (2020).

Unlike some teachers in previous studies (e.g., Esen-Aygun & Shahin-Taskin, 2017), two
participants indicated that they had received training on SEL and were generally satisfied with
the content and overall quality of the professional development on SEL that had been provided
by their respective boards of education. Two of the Ontario teachers also stated that they had
sufficient resources to teach SEL competencies, which differs from other studies where teachers
29 Brock Education Journal 32 (1)

indicated a lack of high-quality resources (Buchanan et al., 2009; Collie et al., 2015). Moreover,
they felt encouraged by board personnel, their colleagues, and the principal, which has been
shown to support the teaching of SEL competencies (Collie et al., 2015).

Participants in other studies indicated that time to prepare SEL lessons and incorporate them
into the weekly schedule were challenges (e.g., Borner, 2018; Buchanan et al., 2009). Results of
this research showed that Alex and Sam implemented structured programs related to SEL
competencies (e.g., mindfulness) and planned formal lessons on SEL before and during the
pandemic. For these teachers, time was not a barrier to implementing SEL. As well, all three
teachers wove informal instruction on SEL competencies into lessons and events that occurred
throughout the school day. Previous research also cited barriers to implementing SEL
competencies as the lack of training and resources (e.g., Buchanan et al., 2009; Douglass,
2011), which was not the case with the Ontario teachers in this study. However, the participants
indicated that they were challenged by the attitudes of some students and parents. Sam noted
that some of her students did not use the SEL strategies they had been taught, and she and
Alex described some parents as not being open to the importance of teaching SEL and being
overly critical about their children making mistakes. This shows that parents and teachers held
different attitudes towards SEL, which contrasts with Zinsser et al.’s (2014) findings that show
that teachers and parents should collaborate.

An important difference in the experiences of the Ontario teachers with that of educators
involved in most other research is the focus on problem-solving skills and perseverance,
especially in math. All three participants supported the instruction of problem-solving skills;
however, Alex and Emma felt that perseverance was particularly important to motivation and
success in math and academics in general. This finding may be attributed to the expectation in
the new math curriculum (maintain positive motivation and perseverance), whereby teachers are
expected to normalize making mistakes, help students see them as a source of learning, and
encourage students to keep trying by using a variety of strategies. Both Emma and Alex told of
experiences whereby they had supported their students in persevering in problem-solving. Alex
also stated that she was inspired by students who maintained positive attitudes toward math,
despite having difficulties the day before.

With the COVID-19 cases decreasing in the summer of 2020, schools in Ontario opened in
September 2020 with COVID-19 protocols, and efforts to develop SEL competencies and
monitor students’ mental health were emphasized by participants. Unlike previous years, SEL
took precedence over academics and some boards provided resources for their teachers to
instruct SEL competencies (Sam). Alex’s principal was also concerned about the mental health of
the teachers and conducted regular check-ins with them. While the importance of
administrative support in implementing SEL has been reported by Berman et al. (2018), it was
30 Jomaa, Duquette, & Whitley

also found to be of emotional support for teachers during the pandemic and provided clear
direction for the focus of their work early in the school year.

In response, participants emphasized the acknowledgement of their students’ feelings and

strove to develop a sense of community, despite the inconvenience of physical distancing. They
also did check-ins with their students, taught mindfulness practices, and used read-alouds and
discussions to teach SEL strategies. These strategies have been reported previously as ways to
improve students’ SEL skills such as self-management and social awareness (Cooney, 2021;
Kamei & Harriot, 2021; McCoy, 2017). It is possible that the three participants felt that these
strategies coupled with strong student-teacher relationships would help them identify students
who were struggling, especially during the pandemic, thereby mitigating mental health problems.

It is clear that mandating the instruction of SEL expectations in the Ontario mathematics
curriculum and eventually the assessment of them among students contributed to the teachers’
sense that implementing SEL strategies to develop competencies is important and to ensure
that SEL competencies are taught at some point during the day. This study is the first to report
teachers’ perceptions and experiences using SEL under these conditions. While the teachers in
this study implemented SEL strategies in previous years, they appeared more convinced of their
importance now that the new math curriculum had been rolled out, which coincidentally was at
the same time that disruptions in schooling occurred due to COVID-19. Despite pandemic
protocols and online teaching, these teachers used a variety of formal and informal strategies
to teach and reinforce SEL competencies among their students.

Contributions

This study adds to the growing literature on SEL. It is the first qualitative study conducted on
elementary teachers’ perceptions and experiences of SEL in Canada and specifically in Ontario.
It allowed teachers the opportunity to speak openly about their perceptions of SEL and their
experiences implementing competencies in their classrooms. The research findings highlight
the various strategies elementary teachers used to teach SEL competencies before and during
COVID-19. As well, the findings gave new insights into the benefits of teaching SEL for teachers
(i.e., observing students demonstrating SEL competencies) and the barriers (i.e., parental
support). Additional benefits (i.e., improved problem-solving) and barriers (i.e., difficulty using
small groups) to implementing SEL online and in a classroom with COVID-19 protocols were
also brought to light. The findings also added to our understanding of the CASEL (n.d.b)
framework. In this study, the partnership between home and school in the teaching and
reinforcing of SEL competencies that are emphasized in the CASEL (n.d.b) framework did not
always exist. While it is not clear if perceived resistance from parents diminished the effects of
SEL, it was viewed as a barrier by two of the participants.
31 Brock Education Journal 32 (1)

Limitations of the Study

There were several limitations of this study. All of the participants interviewed had 15 years or
more of teaching experience and a solid knowledge of SEL. Therefore, the findings may not be
transferable to teachers with less teaching experience and SEL knowledge or those who are less
invested in exploring and discussing SEL. Second, the participants were all Caucasian women,
and the research results may not be reflective of teachers of other genders and ethnicities.
Finally, unlike other jurisdictions, SEL instruction is mandated in three curriculum documents in
Ontario and at least one (i.e., mathematics curriculum) is followed by two of the teachers in the
study. Teachers in other parts of the country might not be as committed to developing SEL
competencies as were the participants in this study.

Implications and Future Research

An implication for practice is the need for schools to collaborate with parents in sharing the
purpose and content of their SEL instruction and in exploring strategies that support specific
competencies at home and school. As well, boards and schools should consider the timing of
professional learning in order to increase accessibility to teachers, with consideration of
opportunities during the work day. Finally, as noted by teachers in this study and other
research results (e.g., Durlak et al., 2011; CASEL, 2019), SEL should be implemented on a
schoolwide basis to achieve optimum benefits. Therefore, boards and schools should develop
or adopt programs, that include informal and formal SEL instruction, so that students receive
consistent messaging and age-appropriate skills to support competency development. The
literature on SEL in Canada is scant, and future research should study elementary and
secondary teachers’ perceptions and experiences regarding SEL in different Canadian provinces.
It is important to formulate a better understanding of SEL in Canada to improve educators’
teaching practices and enhance students’ learning journeys.

Conclusion

With the number of children and adolescents with mental health issues increasing in Canada
and inadequate services (Vaillancourt et al., 2021) schools have a responsibility to address
unmet needs. SEL instruction is one way of providing Tier 1 support to all students who may be
struggling to manage emotionally, socially, and academically. Introducing SEL instruction in
curriculum documents, such as Ontario has done, ensures that at least informal instruction on
various competencies occurs. However, even with informal instruction, the expectations for
students must be made clear, strategies and skills must be taught consistently (e.g., directly, by
modelling), and students should be actively involved in learning (e.g., through role play and
discussions). This instruction of SEL competencies should also occur within caring and safe
classroom and school environments and with the knowledge and support of parents.
32 Jomaa, Duquette, & Whitley

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