Document Type
Article
Publication Date
Summer 2025
Abstract
The growing demand for schools to support student mental health has increased the adoption of social-emotional learning (SEL) programs. However, inconsistent implementation and limited research on different populations have raised concerns about their overall effectiveness. This inquiry-based study explored how the CharacterStrong SEL curriculum impacted student behavior and how teachers perceived its effectiveness in a 5th and 6th grade intermediate school. Using teacher surveys, Tier 2 behavior data, and an administrator interview, the study examined the fidelity of implementation, teacher confidence, and observed behavioral changes. Findings showed high implementation fidelity and teacher confidence but mixed perceptions regarding changes in student behavior. Tier 2 data suggested modest improvements in behavioral outcomes. Limitations included a small sample size, narrow grade range, and absence of student input. Future research should investigate long-term impacts, student perspectives, and curriculum effectiveness across different grade levels to guide more inclusive and sustainable SEL practices.