You do too much, bruh : staff and student perceptions of implementing social-emotional learning curriculum and restorative practices to minimize exclusionary discipline for Black male students in urban elementary schools
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The purpose of this mixed methods study was to analyze staff and student’s perception of implementing the Caring School Community SEL curriculum and using restorative practices to help minimize exclusionary discipline for Black male students in urban elementary schools. The study was conducted on staff members and students at three of the four elementary schools in a small urban school district in the St. Louis, Missouri, metropolitan area. Participants completed a Qualtrics survey on social-emotional learning, restorative practices, and exclusionary discipline. The survey items were designed to determine: 1) staff members’ perception of the types of behaviors that lead to exclusionary discipline, 2) the impact of the SEL lessons and restorative practices on the behavior of Black male students, 3) which SEL competencies were the most effective in helping to change behaviors, 4) challenges with implementation, and 5) the kind of support they need with implementation. All staff members in this study were allowed to participate in a follow-up Zoom interview where they were asked more specific questions about the research topics. Black male students at the schools participated in a focus group to share their perception of which in-class behaviors led to exclusionary discipline and if the SEL lessons taught by their teachers and their participation in restorative circles helped to change their behaviors. The results of the research study found that physical aggression was one of the primary behaviors that led to exclusionary discipline for Black male students. Staff members and students felt that the SEL curriculum positively impacted Black male students' behavior; however, opinions were mixed on whether the SEL curriculum has helped change students’ behavior. Students felt they did a better job of showing their emotions because of the SEL lessons. Staff members felt it is too early in the implementation of the SEL curriculum to determine if it helped change student behaviors. One of the challenges identified by staff members with implementation is the lack of time in the instructional schedule for SEL lessons and restorative circles to be done with integrity and fidelity. The other challenge is the lack of training staff received on using restorative practices and how to facilitate a restorative circle effectively.
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Ed. D.