Document Type
Article
Publication Date
Fall 2024
Abstract
Schools across the country have students who have faced some type of trauma in their lives that then affects their behavior in school. Thus, their behavior affects how they interact with their peers and teachers. Therefore, teaching implicit instruction for social-emotional learning to students who have faced trauma, and all students will help the way that students interact with their peers. Research has shown that students who receive social emotional learning instruction will positively impact their behavior including emotional, academic, and how they interact with their peers. This study aims to identify the effectiveness of social emotional learning and if it positively impacts students who have faced trauma and if they need implicit instruction for social emotional learning. On this basis, schools should provide daily and or weekly instruction from a social emotional learning curriculum. Further research is needed to evaluate specific grade levels and geographical locations.