Selecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in...

Area of Science:

• Public Health
• Education
• Psychology

Background:

• Schools are vital for addressing the youth mental health crisis.
• Evidence supports universal social-emotional learning (SEL) programs for student development and academic success.
• Resource limitations in schools, especially Title I schools, hinder full program implementation.

Purpose of the Study:

• To describe a collaborative process for selecting and implementing core components (kernels) of SEL programs in low-resource schools.
• To adapt and tailor SEL kernels to meet the specific needs, values, and resources of Title I elementary schools.
• To support the replication of this community-university partnership model for SEL implementation.

Main Methods:

• A collaborative community-university partnership was formed with seven Title I elementary schools.
• The Exploration, Preparation, Implementation, Sustainment (EPIS) framework guided a phased approach.
• Kernels were identified based on school needs, adapted for existing resources, tailored to classrooms, and supported through multi-tiered systems.

Main Results:

• The collaborative process enabled schools to select and adapt targeted SEL strategies.
• Tailoring kernels to individual educators and classrooms facilitated implementation.
• Multi-tiered supports were crucial for ongoing program fidelity and success.

Conclusions:

• Selecting and adapting SEL kernels is a feasible strategy for resource-limited schools.
• Community-university partnerships can effectively support SEL implementation in schools.
• This adaptable model offers a replicable framework for enhancing student social-emotional well-being in diverse educational settings.