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The Impact of Social Emotional Learning on African American Middle School Suspensions.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Impact of Social Emotional Learning on African American Middle School Suspensions./
Author:	Duncan, Alan L.
Description:	1 online resource (76 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798460461301

The Impact of Social Emotional Learning on African American Middle School Suspensions.
Duncan, Alan L.

The Impact of Social Emotional Learning on African American Middle School Suspensions. - 1 online resource (76 pages)

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2021.

Includes bibliographical references

African American middle school students are more likely to find themselves in trouble in school and to end up being disciplined and suspended opposed to white students. Gauger-Cobbs Middle School is one of four public comprehensive middle schools in the Christina School District. African American students receive out-of-school suspension three times more than their White counterpart at Gauger-Cobbs. During the 2018-2019 academic school year, African American students at Gauger-Cobbs Middle school were suspended more than any other ethnic demographic. The aim of this study is to measure the effectiveness of the implementation of a District Wide Social Emotional Learning Curriculum and how it impacts the suspensions of African American students in middle school.As a classroom educator at both the middle and high school levels for over twenty-five years, the exorbitant number of witnessed suspensions of African American students lead me to conduct this study. Since implementing the Social and Emotional Learning Curriculum at Gauger-Cobbs Middle School, suspension rates for African American 7th grade students decreased. The results indicate that 7th grade African American students show a decrease in their suspensions when they actively participate in a Social Emotional Learning curriculum that is supported by a Positive Behavior Support Rewards system and adult monitoring. The SEL intervention curriculum in this study, as compared to the previous school year for the same students, show a 61% decrease in out-of-school suspensions and a 43% decrease for in-school suspensions. On this basis, it is recommended that 7th grade African American students who face behavior challenges in school, participate in a SEL tiered intervention program. Those in middle schools that have a high suspension rate of African American students will benefit from reading this work.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798460461301Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

African AmericanIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of Social Emotional Learning on African American Middle School Suspensions.
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