Date of Award

Fall 12-17-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Jonathan Greenberg

Second Advisor

Martinrex Kedziora

Third Advisor

Michael Goold

Abstract

Purpose: This qualitative phenomenological study examines how middle school teachers in Riverside County, California, support the social-emotional learning (SEL) needs of students as students returned to in-person instruction after the COVID-19 pandemic. Methodology: This qualitative study explores how Riverside County middle school teachers addressed students' social and emotional needs upon returning to in-person learning after COVID-19. Twelve teachers from local public middle schools (grades 6-8) participated in semi-structured interviews, answering ten questions. Data from interviews and artifacts were transcribed and analyzed using NVIVO software to identify recurring themes related to the study questions. Findings: The shared experiences of participants and the support given socially and emotionally were: (a) behaviors characterized by a lack of emotional regulation, (b) granted individuals the opportunity to use a diverse range of techniques for managing stress and difficulties, (c) established rapport with students and parents/guardians, (d) emotional support was provided via the implementation of curriculum, use of district resources, and assistance from school support personnel, (e) inadequate self-management skills resulting in undesirable actions, (f) established collaboration and built a network by proactively engaging with home and support personnel, (g) effective communication and techniques for self-regulation, (h) negative social interactions that caused disruptions in and out of the classroom, (i) lessons and conversations centered upon empathy, vii (j) exhibited deficiencies in both verbal and nonverbal interpersonal abilities, (k) facilitated and mentored students in enhancing their interpersonal communication abilities, (l) lack of competence in making caring, productive, as well as responsible decisions, (m) fostered responsible decision-making through demonstrating and reflecting. Conclusion: This study’s findings emphasize the need for early, ongoing support in self-management and social awareness to promote healthy behaviors. Social interactions help students recover lost developmental ground, as limited engagement during COVID-19 hindered organization and impulse control, contributing to post-pandemic school challenges. Recommendations: This study highlights the role of SEL in supporting students' academic and developmental milestones, focusing on teacher strategies for managing students' behaviors post-COVID-19. Future research should expand the sample across California, assess SEL needs in high-risk areas, and examine COVID-related mental health impacts to improve support systems for vulnerable students.

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