A SENSE OF BELONGING: EXAMINING THE IMPACT OF A SOCIAL EMOTIONAL FRAMEWORK ON STUDENT CONNECTEDNESS WITH SIXTH-GRADE MALES

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Krystal Gwen Tyndall (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: Duckton is a township part of EasternCounty Schools, a community of schools \ncomprising three elementary schools, one middle school, and one high school. Based on data \ncollected from an at-risk referral database, Duckton Middle School experienced a sharp increase \nin student mental health referrals. The school community endured three student suicides over the \nlast three years. Several parents of students also committed suicide, resulting in increased \nadvocacy and support for their children in response. Separately, sixth-grade males consistently \ndemonstrated a higher number of discipline referrals than any other grade level in the school, as \nindicated by a three-year trend in the school’s discipline report. Student connectedness and \nbelonging play a pivotal role in discipline and at-risk behaviors. Given the concerning trends \nwith disciplinary incidences with male students as well as the increase in mental health referrals \nand suicidality, the purpose of this study was to monitor the effects of implementation of the \nResponsive Classroom social emotional learning framework on student connectedness and a \nsense of belonging. A mixed method, action research design was employed. Quantitative and \nqualitative data were collected and triangulated from discipline incidents, student and teacher \nfocus groups, and the administration of the Youth Risk Behavior Survey (YRBS). Through the \nuse of action research, the collaborative inquiry partners and the scholarly practitioner applied\nincremental changes as appropriate based on data collected throughout the study. The findings of \nthis study were shared with the school’s strategic leadership team to determine if continued use \nof this SEL framework would occur. The implementation of Responsive Classroomhad a \npositive relationship on the development of a sense of belonging and school connectedness.

Additional Information

Publication

Dissertation

Language: English

Date: 2023

Subjects

Sense of Belonging\nStudent Connectedness

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