Document Type
Article
Publication Date
Summer 2025
Abstract
This inquiry-based research project investigates the effectiveness and efficiency of integrating social emotional learning (SEL) into the kindergarten curriculum. With a growing number of young learners entering school lacking foundational emotional regulation and social skills, the study examines how explicit SEL instruction can be embedded meaningfully into daily academic routines. The researcher used qualitative methods, including teacher surveys, reflective journaling, literature review, and analysis of classroom behavior artifacts from a rural Iowa school district. Six kindergarten teachers participated in the survey, providing insight into current SEL integration strategies, perceived effectiveness, and common barriers. Results showed that while all teachers integrate SEL to some degree, none reported using a formal SEL curriculum. Teachers rated their integration efforts as moderately effective but cited lack of time, training, and ready-to-use resources as major challenges. The study emphasizes the need for professional development, curriculum-aligned SEL tools, and structural support to ensure consistency and fidelity in implementation. Findings suggest that teacher motivation is high, but long-term student outcomes depend on systemic changes. Future research should explore student-based data and broader educator demographics to inform equitable SEL practices across early childhood classrooms.