Beyond academics: exploring educators’ perspectives on integrating social emotional instruction in a summer learning program
OA Version
Citation
Abstract
In response to growing academic and mental health challenges exacerbated by the COVID-19 pandemic, school districts across the country have invested significant resources into summer learning programs designed to accelerate learning and support student well-being. While academic recovery remains a central focus, there is a growing recognition of the importance of integrating social-emotional learning (SEL) into these programs to support the holistic development of students. This qualitative phenomenological study explores the lived experiences of elementary and middle school educators in one suburban district, referred to as “Brookview,” who implemented SEL strategies within a structured summer learning program. Through in-depth interviews with participating teachers, this research investigates educators’ perceptions of how SEL integration within the summer curriculum influenced student engagement, academic progress, and overall student outcomes. The Brookview Summer Learning Program, designed in alignment with the Massachusetts Department of Elementary and Secondary Education’s Acceleration Roadmap, provided a unique context for this study, blending evidence-based academic instruction with intentional SEL practices such as morning meetings, relationship-building, and project-based learning. Teachers utilized high-interest materials and hands-on strategies to accelerate student learning while fostering a sense of belonging and emotional support. Findings from this study offer insights into the perceived impact of SEL on student outcomes in a summer setting and highlight how educators adapted their instructional practices to meet both academic and emotional needs. The results showcase the critical role of SEL in fostering student confidence, motivation, and readiness to learn. This research contributes to the broader discourse on high-quality summer programming and offers practical implications for districts seeking to design programs that prioritize both academic achievement and the social-emotional development of their students.
Description
2025
License
Attribution 4.0 International