Adams-Burnett, Staci Louise
(2024)
Equipping Educators to Prepare Students: Using Yoga as a Tool to Compensate for Social-Emotional Learning Loss, Post-COVID.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This dissertation in practice was conducted to provide updated strategies to address a problem within the United States of America’s education system that teachers are not adequately equipped or supported in teaching Social-Emotional Learning (SEL). This study explores, examines, and assesses research from notable scholars within the field of academia as its inquiry investigates, analyzes, and evaluates responses from educators teaching in District of Columbia Public Schools, located in Washington, DC, USA.
Incorporating evidence from semi-structured face-to-face initial interviews, pre- and post- surveys, a reflection journal, exit focus groups, and closing individual interviews, this study demonstrates a need for continued research, social change, and updated policies. The research indicated that while students suffered milestone developmental setbacks due to events surrounding COVID-19, the plight for Black and Brown students (especially those in urban areas) was reportedly monumental. Moreover, whereas all students can reportedly benefit from SEL instruction, the need is greater in populations where trauma is more prevalent, and opportunity is less likely (largely among Black and Brown urban youth). The research verifies a direct correlation between the benefits of health, physical education, yoga, and Social-Emotional Learning while highlighting an overwhelming demand for educators to be educated in the aforementioned subject matters before being expected to teach it to their students with fidelity. The latter concern is so overpowering that it led to this dissertation’s final note, demanding a call to action for further research and policy change around normalizing Mental Health Education (MHE), inclusive of Social-Emotional Learning at the primary level, taught by SEL certified teachers as a single- subject area.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
28 August 2024 |
| Date Type: |
Publication |
| Defense Date: |
14 May 2024 |
| Approval Date: |
28 August 2024 |
| Submission Date: |
25 July 2024 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
127 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Learning Sciences and Policy |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Keywords:anti-social behaviors, at-risk youth, behavior management, Black and Brown children, challenging behaviors, child advocate, child development, COVID-19, education, educators, H&PE, health, health and physical education, human development, mental health, Mental Health Education, MHE, minority, PE, Physical Education, policy change, professional development, SEL, Social-Emotional Learning, students, teacher education, trauma, urban education, wellness, and yoga |
| Date Deposited: |
28 Aug 2024 17:37 |
| Last Modified: |
28 Aug 2024 17:37 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/46750 |
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