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This study examined social and emotional learning (SEL) in Illinois classrooms. The purpose of this study was to identify the percentage of teachers and schools using research based programs for SEL. A quantitative descriptive research design was used to gather and analyze data from 60 volunteer graduate students at Governors State University. Volunteers had teaching experience in public or private schools (Pre-K through high school) in regular or special education during the past 3 years. Survey results revealed: (a) 1/2 of the schools represented provide research based SEL programs (1/4 of these provide training and 85% of the recipients rated training as less than adequate) (b) only 46%of the teachers having access to research based programs use them. These results indicate that the majority of Illinois schools may not be prepared to meet the ISBE goals for SEL. Further research is needed on SEL and teacher preparation programs.
The purpose of this investigation was to assess teachers on their knowledge and use of the social emotional learning standards, as well as their opinions as to whether the teaching of these standards is necessary in the education of their students. The population of possible participants included 440 professionally licensed teachers, primarily in southern Cook County, Illinois. The teachers polled were licensed in either general education, special education, or dually licensed in both disciplines. The data was collected by means of an electronically disbursed, anonymous survey. The responses, while noteworthy, were very poor in terms of the return rate. The overall results were that special educators were more knowledgeable, planned for and used the standards at greater percentages than did their general education counterparts. However, results on teacher perceptions as to the need for teaching these standards were more closely aligned. Future investigations into disparity might involve educator training.