Abstract
Research indicates that social-emotional learning (SEL) can positively impact student achievement and preparation for postsecondary success. However, there can be challenges to implementation at the high school level. A suburban high school sought to refocus their efforts to engage staff and students in SEL, and through the use of improvement science and action research created a year-long professional learning plan that placed SEL at the core of their professional learning communities. The school also changed the structure of SEL delivery from a stand-alone advisory period to lessons embedded in academic content. Student results showed an increase in their perceptions of SEL competency, and the staff were also more highly engaged in the development and delivery of SEL curriculum as a result. The steps taken to achieve results aligned with prior research recommendations such as involving teachers during the process, infusing SEL through content, clear and unified communication, and collaborations with the central office.
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