Document Type
Article
Publication Date
Fall 2025
Abstract
The purpose of this single-case, inquiry-based capstone project was to investigate the effectiveness of a systemic Social-Emotional Learning (SEL) program in mitigating instructional time loss caused by escalating student behavioral challenges in a middle school setting. The methodology involved analyzing administrative disciplinary referral data from a highly structured, multi-tiered SEL program (School A). Findings affirmed a clear inverse relationship: high-fidelity SEL exposure correlated with a significant reduction in disruptive incidents, which demonstrated the efficacy of proactive skill instruction in reclaiming instructional time. However, the study's central limitation was its inability to isolate the effect of the universal curriculum from the simultaneous impact of a highly resourced Multi-Tiered System of Support (MTSS). The conclusion emphasizes that to achieve maximum behavioral impact and sustainability, an SEL strategy must be viewed as a systemic, multi-modal commitment supported by adequate staff resources for intensive, targeted intervention. Future research should prioritize multi-site comparative studies using diverse outcome metrics (e.g., on-task behavior and social competence scores) to test the transferability of this model across varied demographic and resource contexts.