Preparing Preservice Teachers to Implement SEL Strategies

One Approach to Disrupt the School-to-Prison Pipeline

Abstract

The focus of this review was to evaluate the effectiveness of two social-emotional learning interventions in creating positive behavioral and academic outcomes to disrupt the school-to-prison pipeline. The interventions Promoting Alternative Thinking Strategies (PATHS) and Second Step were used because they have research-based curriculum for both elementary and secondary learners. Providing teachers with the tools to help improve student behavior, conduct, and academic proficiency has the potential to disrupt the pipeline by creating a sense of belonging, building relationships, and teaching students how to manage emotions. This literature review examined the relationship between the implementation of both SEL interventions in schools and behavioral and academic outcomes for kindergarten through middle school students. Nine studies on both interventions are included, and five reported significant positive impacts on behavioral outcomes following SEL education. Findings indicate a promising start for SEL, but more research is needed on academic outcomes and outcomes for secondary learners.