research paper example elementary school

Elementary Education Research Paper Topics

This comprehensive guide to elementary education research paper topics is designed to assist students and researchers in the field of education. The guide provides a wide array of topics divided into ten categories, each with ten unique topics, offering a diverse range of areas to explore in the field of elementary education. Additionally, the guide offers expert advice on how to choose a research topic and how to write an elementary education research paper. The final sections of the guide introduce iResearchNet’s professional writing services and encourage students to take advantage of these services for their research needs.

100 Elementary Education Research Paper Topics

Elementary education is a broad field with numerous areas to explore. Whether you’re interested in teaching methods, curriculum development, educational technology, or the social aspects of elementary education, there’s a research topic for you. Here, we present a comprehensive list of elementary education research paper topics, divided into ten categories. Each category contains ten unique topics, offering a diverse range of areas to explore in your research.

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1. Teaching Methods and Strategies

• The effectiveness of Montessori methods in elementary education.
• The role of play in learning in the early years.
• The impact of differentiated instruction on student achievement.
• The benefits and challenges of cooperative learning in the elementary classroom.
• The role of feedback in promoting student learning.
• The impact of teaching strategies on students’ motivation.
• The effectiveness of inquiry-based learning in science education.
• The role of storytelling in teaching literacy skills.
• The impact of technology on teaching and learning in the elementary classroom.
• The role of creativity in teaching and learning.

2. Curriculum and Instruction

• The impact of curriculum design on student learning.
• The role of interdisciplinary teaching in elementary education.
• The effectiveness of project-based learning in teaching science.
• The role of cultural relevance in curriculum design.
• The impact of standardized testing on curriculum and instruction.
• The role of critical thinking in the elementary curriculum.
• The effectiveness of integrating arts in the curriculum.
• The impact of curriculum alignment on student achievement.
• The role of experiential learning in the elementary curriculum.
• The challenges of teaching social studies in the elementary classroom.

3. Educational Technology

• The impact of digital technology on student learning.
• The role of educational games in teaching math.
• The effectiveness of using iPads in the classroom.
• The role of virtual reality in teaching science.
• The impact of technology on student engagement.
• The challenges of integrating technology in the classroom.
• The role of technology in promoting collaborative learning.
• The effectiveness of using technology in teaching reading skills.
• The impact of technology on teacher-student communication.
• The role of technology in personalized learning.

4. Social Aspects of Elementary Education

• The impact of classroom climate on student learning.
• The role of social-emotional learning in elementary education.
• The effectiveness of character education programs.
• The role of peer relationships in student learning.
• The impact of school culture on student achievement.
• The challenges of teaching diversity and inclusion in the elementary classroom.
• The role of student-teacher relationships in student learning.
• The effectiveness of anti-bullying programs in elementary schools.
• The impact of parental involvement on student achievement.
• The role of community partnerships in promoting student learning.

5. Special Education

• The effectiveness of inclusive education in the elementary classroom.
• The role of individualized education programs in supporting students with special needs.
• The impact of teacher training on the success of inclusive education.
• The challenges of teaching students with learning disabilities.
• The role of assistive technology in supporting students with special needs.
• The effectiveness of earlyintervention programs for students with special needs.
• The impact of classroom accommodations on the academic success of students with special needs.
• The role of collaboration between general and special education teachers.
• The effectiveness of behavior management strategies for students with emotional and behavioral disorders.
• The impact of special education policies on student outcomes.

6. Early Childhood Education

• The impact of early childhood education on academic success.
• The role of play in early childhood education.
• The effectiveness of early literacy programs.
• The role of parental involvement in early childhood education.
• The impact of early childhood education on social skills development.
• The challenges of teaching math in early childhood education.
• The role of creativity in early childhood education.
• The effectiveness of early intervention programs.
• The impact of early childhood education on cognitive development.
• The role of teacher-child relationships in early childhood education.

7. Educational Policies and Reforms

• The impact of No Child Left Behind on elementary education.
• The role of Common Core State Standards in curriculum development.
• The effectiveness of school choice policies.
• The role of educational policies in promoting equity in education.
• The impact of teacher evaluation policies on teaching and learning.
• The challenges of implementing educational reforms in elementary schools.
• The role of educational policies in promoting teacher quality.
• The effectiveness of policies aimed at reducing the achievement gap.
• The impact of educational funding policies on student achievement.
• The role of educational policies in promoting parental involvement.

8. Teacher Education and Professional Development

• The impact of teacher education programs on teacher effectiveness.
• The role of ongoing professional development in promoting teacher quality.
• The effectiveness of mentorship programs for novice teachers.
• The role of reflective practice in teacher professional development.
• The impact of teacher beliefs on teaching practices.
• The challenges of teaching in high-needs schools.
• The role of teacher collaboration in professional development.
• The effectiveness of teacher induction programs.
• The impact of teacher leadership on school improvement.
• The role of teacher autonomy in promoting job satisfaction.

9. Classroom Management

• The impact of classroom management strategies on student behavior.
• The role of positive reinforcement in promoting appropriate behavior.
• The effectiveness of classroom rules and procedures.
• The role of teacher-student relationships in classroom management.
• The impact of classroom environment on student learning.
• The challenges of managing disruptive behavior.
• The role of behavior management strategies in promoting a positive classroom climate.
• The effectiveness of conflict resolution strategies in the classroom.
• The impact of classroom management on student engagement.
• The role of classroom routines in promoting student responsibility.

10. Assessment and Evaluation

• The impact of formative assessment on student learning.
• The role of feedback in student assessment.
• The effectiveness of performance-based assessment.
• The role of self-assessment in promoting student learning.
• The impact of standardized testing on teaching and learning.
• The challenges of assessing student learning in diverse classrooms.
• The role of assessment in curriculum planning.
• The effectiveness of portfolio assessment.
• The impact of grading policies on student motivation.
• The role of assessment in identifying students at risk of academic failure.

This comprehensive list of elementary education research paper topics provides a wide range of areas to explore. Whether you’re interested in teaching methods, curriculum development, educational technology, or the social aspects of elementary education, there’s a research topic for you. Remember, the best research topic is one that you’re genuinely interested in and passionate about.

Elementary Education Research Guide

Elementary education, also known as primary education, is a crucial stage in the educational journey of a child. It is during these formative years that children acquire foundational skills in areas such as reading, writing, mathematics, science, and social studies. Additionally, they develop critical thinking skills, creativity, and social competencies that are essential for their overall growth and development.

Elementary education serves as the building block for all future learning. The experiences and knowledge gained during these years can significantly influence a child’s attitude towards learning, their academic success, and their lifelong learning habits. Therefore, it is essential to ensure that children receive quality education during these years.

Research in elementary education is of paramount importance. It helps educators, policymakers, and stakeholders understand the best practices, methodologies, and strategies to enhance learning outcomes in primary education. It also provides insights into the challenges faced in elementary education and how to address them effectively.

Elementary education research paper topics can span a wide range of areas, including teaching methods, learning styles, the impact of technology on learning, educational policies, classroom management, and many more. Choosing a research topic in this field requires careful consideration of various factors, including your interests, the relevance of the topic, and the availability of resources.

In the following sections, we provide a comprehensive list of elementary education research paper topics, expert advice on choosing a topic and writing a research paper, and information about iResearchNet’s professional writing services. Whether you are a student embarking on your first research project or a seasoned researcher looking for new areas to explore, this guide is designed to assist you in your research journey.

Choosing Elementary Education Research Paper Topics

Choosing a research topic is a critical step in the research process. The topic you select will guide your study, influence the complexity and relevance of your work, and determine how engaged you are throughout the process. In the field of elementary education, there are numerous intriguing topics that can be explored. Here are some expert tips to assist you in this process:

• Understanding Your Interests: The first step in choosing a research topic is to understand your interests. What areas of elementary education fascinate you the most? Are you interested in how teaching methods influence student learning, or are you more intrigued by the role of technology in the classroom? Reflecting on these questions can help you narrow down your options and choose a topic that truly engages you. Remember, research is a time-consuming process, and your interest in the topic will keep you motivated.
• Evaluating the Scope of the Topic: Once you have identified your areas of interest, the next step is to evaluate the scope of potential elementary education research paper topics. A good research topic should be neither too broad nor too narrow. If it’s too broad, you may struggle to cover all aspects of the topic effectively. If it’s too narrow, you may have difficulty finding enough information to support your research. Try to choose a topic that is specific enough to be manageable but broad enough to have sufficient resources.
• Assessing Available Resources and Data: Before finalizing a topic, it’s important to assess the available resources and data. Are there enough academic sources, such as books, journal articles, and reports, that you can use for your research? Is there accessible data that you can analyze if your research requires it? A preliminary review of literature and data can save you from choosing a topic with limited resources.
• Considering the Relevance and Applicability of the Topic: Another important factor to consider is the relevance and applicability of the topic. Is the topic relevant to current issues in elementary education? Can the findings of your research be applied in real-world settings? Choosing a relevant and applicable topic can increase the impact of your research and make it more interesting for your audience.
• Seeking Advice: Don’t hesitate to seek advice from your professors, peers, or other experts in the field. They can provide valuable insights, suggest resources, and help you refine your topic. Discussing your ideas with others can also help you see different perspectives and identify potential issues that you may not have considered.
• Flexibility: Finally, be flexible. Research is a dynamic process, and it’s okay to modify your topic as you delve deeper into your study. You may discover new aspects of the topic that are more interesting or find that some aspects are too challenging to explore due to constraints. Being flexible allows you to adapt your research to these changes and ensure that your study is both feasible and engaging.

Remember, choosing a research topic is not a decision to be taken lightly. It requires careful consideration and planning. However, with these expert tips, you can navigate this process more effectively and choose an elementary education research paper topic that not only meets your academic requirements but also fuels your passion for learning.

How to Write an Elementary Education Research Paper

Writing a research paper is a significant academic task that requires careful planning, thorough research, and meticulous writing. In the field of elementary education, this process can be particularly challenging due to the complexity and diversity of the field. However, with the right approach and strategies, you can write a compelling and insightful research paper. Here are some expert tips to guide you through this process:

• Understanding the Structure of a Research Paper: A typical research paper includes an introduction, literature review, methodology, results, discussion, and conclusion. The introduction presents your research question and its significance. The literature review provides an overview of existing research related to your topic. The methodology explains how you conducted your research. The results section presents your findings, and the discussion interprets these findings in the context of your research question. Finally, the conclusion summarizes your research and suggests areas for future research.
• Developing a Strong Thesis Statement: Your thesis statement is the central argument of your research paper. It should be clear, concise, and debatable. A strong thesis statement guides your research and helps your readers understand the purpose of your paper.
• Conducting Thorough Research: Before you start writing, conduct a thorough review of the literature related to your topic. This will help you understand the current state of research in your area, identify gaps in the literature, and position your research within this context. Use academic databases to find relevant books, journal articles, and other resources. Remember to evaluate the credibility of your sources and take detailed notes to help you when writing.
• Writing and Revising Drafts: Start writing your research paper by creating an outline based on the structure of a research paper. This will help you organize your thoughts and ensure that you cover all necessary sections. Write a first draft without worrying too much about perfection. Focus on getting your ideas down first. Then, revise your draft to improve clarity, coherence, and argumentation. Make sure each paragraph has a clear topic sentence and supports your thesis statement.
• Proper Citation and Avoiding Plagiarism: Always cite your sources properly to give credit to the authors whose work you are building upon and to avoid plagiarism. Familiarize yourself with the citation style required by your institution or discipline, such as APA, MLA, Chicago/Turabian, or Harvard. There are many citation tools available online that can help you with this.
• Seeking Feedback: Don’t hesitate to seek feedback on your drafts from your professors, peers, or writing centers at your institution. They can provide valuable insights and help you improve your paper.
• Proofreading: Finally, proofread your paper to check for any grammatical errors, typos, or inconsistencies in formatting. A well-written, error-free paper makes a good impression on your readers and enhances the credibility of your research.
• Incorporating Elementary Education Concepts: When writing an elementary education research paper, it’s crucial to accurately incorporate elementary education concepts. Make sure you understand these concepts thoroughly and can explain them clearly in your paper. Use examples where appropriate to illustrate these concepts.
• Analyzing and Interpreting Data: If your research involves data analysis, be sure to explain your analysis process and interpret the results in a way that is understandable to your readers. Discuss the implications of your findings for the broader field of elementary education.
• Discussing Real-World Applications: Elementary education is a practical field with many real-world applications. Discuss how your research relates to these applications. This can make your research more interesting and relevant to your readers.

Remember, writing a research paper is a process that requires time, effort, and patience. Don’t rush through it.Take the time to plan your research, conduct thorough research, write carefully, and revise your work. With these expert tips, you can write an elementary education research paper that is insightful, well-structured, and contributes to the field of elementary education.

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Elementary Research Report

Report generator.

Even at their young age, elementary kids should have an idea of how research works. They have to be ready when it’s their turn to make a research. They have to be able to know the important parts of the research so they can start conducting it themselves. As teachers, you can always make their lives a little easier. You can always give them an outline on how research is formulated. If you want to help them make their research reports, you can check some of our pre-made research  report templates . Here are 10+ elementary research report templates for your kids.

10+ Elementary Research Report Examples

1. performance report template.

• Google Docs

Size: A4 & US Letter Sizes

As a teacher, it is your task to keep track of how your students are doing. you need to make sure they understand the topics from your lesson plan .You need to make sure that they are constantly learning new things and improving their skills while they are under your care. And when they are having a rough time, you need to be fully knowledgeable of their situation to know how to aid them. To help you keep track of their performance, you can use this performance report template. This template helps you record and present a written document when parents ask about their kids’ performance.

2. Summary Report Template

Do you need to summarize a class research or market research in a single report? Do you need an outline to help you create the perfect report? When summarizing your research paper, you need to make that you don’t forget the vital information. Maybe what you need is this summary report template. You can easily edit the labels of this template so that it fits your research. With this template, all you will need to do next is just fill in the spaces. You can even use this as an executive summary template for your business reports and proposals.

3. Test Report Template

5th graders love to do experiments. They get to see chemicals change color and use cool lab equipment. Lab experiments are great learning experiences because, not only do the kids have fun, they also gain new information. But with great fun comes great responsibility. After the experiments, the kids have to write a physics lab report . This helps teachers know if they did the experiment correctly and if they actually learned something. To make their lives a little easier, you can let them use this fully editable and printable lab report template. Download this template now!

4. Test Report Template

Does your research need testing? Do you want to make sure you don’t make any mistakes and forget the results of your test? Do you need a way to document your conditions, variables, and results to make assure that your final outcome and conclusion will be reliable? When testing something out for research, you need to be very careful. What you need for documentation is this test report template. This template lets you compile all your results for easy documentation. It’s easy to use, ready to print, and available in multiple formats.

5. Technical Report Template

• Editable PDF

School-aged kids will do everything to get their hands on the things they want. They will find ways to get some sort of income. From bake sales to lemonade stands, they get super excited when they have a creative business plan. It may seem a bit much, but at this age, you can also start teaching them about sales, marketing, and audit reports . To help them create a report on their new venture, you can have them try out this technical report template. It’s made by professionals but usable for kids. Go on, use thiis technical report  to get them a head start on the industry.

6. Free Research Report Cover Page Template

Size: A4 & US Sizes

When writing research, you want it to be memorable. From the introduction to the conclusion, your research should have no boring and unnecessary parts. It should excite and intrigue your teachers, professors, and reviewers. Your research paper should catch their eyes the second you show the cover page. Perhaps what you need is a skillfully made research cover page. Well, not to worry, we have something just for you. Check out this research report cover page template. This template is ready for you to print, just edit in the right data and you have your cover page for your class and business report .

7. Free Research Report Cover Page Template

• “Illustrator
• Editable PDF “

Do you need some sort of chart to keep track of your students’ project progress? Are you the leader of your group research and do you want to make sure everyone does their task? Are you working on multiple projects at a time and you need to make sure that you finish them all before the deadline? What you need is this project report template. This template can help you plot down all your projects for a smooth workflow and proper time management. It’s doesn’t take too much and to edit and it’s absolutely free! Get a copy now!

8. Free Daily Report Template

• Illustrator

If your kids are conducting an elementary research , it is your duty to make sure that they make time for it every day. You have to make sure that they have a time table for their daily input for their research. To help them keep up with their work, you could let them try this daily report template. It helps inform you of the students’ school progress and lets your students keep the deadline in mind. This template is professionally designed so you don’t have to worry about its quality. This daily report template can be used by elementary and high school students.

9. Free Book Report Template

Are your students making book reports as a form of research? Do you want to make sure that they don’t hand in lousy works? Are you worried they might not be able to cover the important details? If you want to help your students write outstanding book reports, we could give you an example. Why don’t you give this book report template a spin? This template is super editable, you can add in your own questions and labels for your students to answer and fill in. It’s free to download and ready to print.

10. Free Safety Report Template

Do you have students that say they want to be future engineers? Are they interested in building strong and tall infrastructures? Do you want to make sure they also learn about building safety and not just its methodology? Maybe you could have them research how to make a building safe and strong. This way, you can instill in them the importance of infrastructure safety and building inspections . To make things a little easier, you can make them use this safety report template. It’s customizable so you can make sure that their works look consistent and clean. You can even make them add an abstract if you want.

11. Sample Research Report

Size: 118.4 KB

Do you want to teach elementary kids what college research looks like? Do you want them to understand what MLA and APA are? Do you think giving them some advance lessons can help them in the near future, then you need an example that is easy to understand? And if you are a college kid who needs help making your own research paper, you should take a look at this. This sample research report is the perfect guide for you. It has the important parts of any research report so you don’t have to stress about making yours. With this you won’t have to cancel plan in your college planner .

Text prompt

• Instructive
• Professional

Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

Step-by-Step Explanation of How to Write a Research Paper for Elementary Students

A research paper at the elementary school level meets many of the writing standards of the National Council of Teachers of English. A research paper allows students to read both print and nonprint texts, fiction and nonfiction, classic and contemporary works. Students are also asked to comprehend, interpret, evaluate and appreciate resources. In the process of writing the paper itself, students utilize language structure and language conventions along with figurative language and media analysis skills. The goal of the research paper at the elementary level is to give students the opportunity to learn more about a topic that interests them through a step-by-step writing process.

Writing the Elementary School Research Paper

Create a list of several topics of interest for the paper. List subtopics for each of the topics. Choose the topic that has the most available resources and is most interesting.

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Choose reference materials from source materials: magazines, encyclopedias, reference books, nonfiction books, newspaper articles and interviews. List these sources on a sheet of paper to use for the bibliography.

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Evaluate the list of sources. Determine whether each source is relevant to the topic. Determine whether each source has been evaluated by another agency. Determine whether the author is credible.

Take notes from each resource on a separate sheet of paper or index cards. Use the notes to create an outline of information to share in the research paper. Include topics and ideas for each section of the research paper in the outline.

Highlight notes and sections of the outline that support the overall idea, or argument, of the research paper. Decide upon a good opening sentence or paragraph and concluding sentence or paragraph for the research paper. Write a draft including details, complete ideas and information for each point in the outline.

Edit the written draft. Check for correct capitalization, punctuation, spelling and complete sentences.

Organize the research paper to include a title page, written report and bibliography of sources used.

• Scholastic.com: Writing Workshop: Research Paper
• Scholastic.com: Writing Workshop: Research Paper: Take Notes
• Scholastic.com: Writing Workshop: Research Paper: Draft
• Scholastic.com: Writing Workshop: Research Paper: Edit
• Try to keep the topic of the research paper as narrow as possible.
• Write down all of the information needed for the bibliography during the research period.
• Be aware of plagiarism rules and avoid copying sentences from references directly.

Based in Los Angeles, Jana Sosnowski holds Master of Science in educational psychology and instructional technology, She has spent the past 11 years in education, primarily in the secondary classroom teaching English and journalism. Sosnowski has also worked as a curriculum writer for a math remediation program. She earned a Bachelor of Arts in print journalism from the University of Southern California.

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Finally, a guide for upper elementary teachers that will show you how to teach research reports in a step-by-step format!

If you are struggling with teaching the research report process, you are not alone. Seriously, we’ve all been there!

I spent several years avoiding research reports for my 5th grade writers or simply depending on the Library-Media Specialist to teach the research process.

One year, I decided to take the plunge and teach my students how to research a topic and write a research report.

The process was clunky at first, but I learned a lot about how students approach research and how to guide them from choosing a topic to completing their final copies.

Before we discuss the HOW , let’s talk about the WHY .

Why You Should Be Assigning Research Reports to Your 5th and 6th Grade Students

I have three main reasons for assigning research reports to my students.

First, the skill involved in finding reliable sources and citing sources is valuable.

Beginning in 5th grade, and possibly even before, students need to be able to discern the reliability of a source . They should be able to spot propaganda and distinguish between reputable sources and phony ones.

Teaching the procedure for citing sources is important because my 5th grade students need to grasp the reality of plagiarism and how to avoid it.

By providing information about the sources they used, students are consciously avoiding copying the work of authors and learning to give credit where credit is due.

Second, by taking notes and organizing their notes into an outline, students are exercising their ability to find main ideas and corresponding details.

Being able to organize ideas is crucial for young writers.

Third, when writing research reports, students are internalizing the writing process, including organizing, writing a rough draft, proofreading/editing, and writing a final draft.

When students write research reports about topics of interest, they are fine-tuning their reading and writing skills.

How to Teach Step-By-Step Research Reports in Grades 5 & 6

As a veteran upper elementary teacher, I know exactly what is going to happen when I tell my students that we are going to start research reports.

There will be a resounding groan followed by students voicing their displeasure. (It goes something like this…. “Mrs. Bazzit! That’s too haaaaaaard!” or “Ugh. That’s boring!” *Sigh*  I’ve heard it all, lol.)

This is when I put on my (somewhat fictional) excited teacher hat and help them to realize that the research report process will be fun and interesting.

Step 1: Help Students to Choose a Topic and Cite Sources for Research Reports

Students definitely get excited when they find out they are allowed to choose their own research topic. Providing choice leads to higher engagement and interest.

It’s best practice to provide a list of possible research topics to students, but also allow them to choose a different topic.

Be sure to make your research topics narrow to help students focus on sources. If students choose broad topics, the sources they find will overwhelm them with information.

Too Broad: American Revolution

Just Right: The Battle of Yorktown

Too Broad: Ocean Life

Just Right: Great White Shark

Too Broad: Important Women in History

Just Right: The Life of Abigail Adams

Be sure to discuss appropriate, reliable sources with students.

I suggest projecting several examples of internet sources on your technology board. Ask students to decide if the sources look reliable or unreliable.

While teaching students about citing sources, it’s a great time to discuss plagiarism and ways to avoid it.

Students should never copy the words of an author unless they are properly quoting the text.

In fact, I usually discourage students from quoting their sources in their research reports. In my experience, students will try to quote a great deal of text and will border on plagiarism.

I prefer to see students paraphrase from their sources because this skill helps them to refine their summarization skills.

Citing sources is not as hard as it sounds! I find that my students generally use books and internet sources, so those are the two types of citations that I focus on.

How to cite a book:

Author’s last name, First name. Title of Book. City of Publication: Publisher, Date.

How to cite an internet article:

Author’s last name, First name (if available). “Title of Article or Page.” Full http address, Date of access.

If you continue reading to the bottom of this post, I have created one free screencast for each of the five steps of the research process!

Step 2: Research Reports: Take Notes

During this step, students will use their sources to take notes.

I do provide instruction and examples during this step because from experience, I know that students will think every piece of information from each source is important and they will copy long passages from each source.

I teach students that taking notes is an exercise in main idea and details. They should read the source, write down the main idea, and list several details to support the main idea.

I encourage my students NOT to copy information from the source but instead to put the information in their own words. They will be less likely to plagiarize if their notes already contain their own words.

Additionally, during this step, I ask students to write a one-sentence thesis statement. I teach students that a thesis statement tells the main point of their research reports.

Their entire research report will support the thesis statement, so the thesis statement is actually a great way to help students maintain a laser focus on their research topic.

Step 3: Make a Research Report Outline

Making an outline can be intimidating for students, especially if they’ve never used this organization format.

However, this valuable step will teach students to organize their notes into the order that will be used to write the rough draft of their reports.

Because making an outline is usually a new concept for my 5th graders, we do 2-3 examples together before I allow students to make their outlines for their research reports.

I recommend copying an outline template for students to have at their fingertips while creating their first outline.

Be sure to look over students’ outlines for organization, order, and accuracy before allowing them to move on to the next step (writing rough drafts).

Step 4: Write a Research Report Draft

During this step, each student will write a rough draft of his/her research report.

If they completed their outlines correctly, this step will be fairly simple.

Students will write their research reports in paragraph form.

One problem that is common among my students is that instead of writing in paragraphs, they write their sentences in list format.

I find that it’s helpful to write a paragraph in front of and with students to remind them that when writing a paragraph, the next sentence begins immediately after the prior sentence.

Once students’ rough drafts are completed, it’s time to proofread/edit!

To begin, I ask my students to read their drafts aloud to listen for their own mistakes.

Next, I ask my students to have two individuals look over their draft and suggest changes.

Step 5: Research Reports – Students Will Write Their Final Drafts! 

It’s finally time to write final drafts!

After students have completed their rough drafts and made edits, I ask them to write final drafts.

Students’ final drafts should be as close to perfect as possible.

I prefer a typed final draft because students will have access to a spellchecker and other features that will make it easier to create their final draft.

Think of a creative way to display the finished product, because they will be SO proud of their research reports after all the hard work that went into creating them!

When grading the reports, use a rubric similar to the one shown in the image at the beginning of this section.

A detailed rubric will help students to clearly see their successes and areas of needed improvement.

Once students have completed their first research projects, I find that they have a much easier time with the other research topics assigned throughout the remainder of the school year.

If you are interested in a no-prep, step-by-step research report instructional unit, please click here to visit my Research Report Instructional Unit for 5th Grade and 6th Grade. 

This instructional unit will guide students step-by-step through the research process, including locating reliable sources, taking notes, creating an outline, writing a report, and making a “works cited” page.

I’d like to share a very special free resource with you. I created five screencast videos, one for each step of the research report process. These screencasts pair perfectly with my Research Report Instructional Unit for 5th Grade and 6th Grade! 

Research Report Step 1 Screencast

Research Report Step 2 Screencast

Research Report Step 3 Screencast

Research Report Step 4 Screencast

Research Report Step 5 Screencast

To keep this post for later, simply save this image to your teacher Pinterest board!

Hi, If i purchase your complete package on grade 5/6 writing does it come with your wonderful recordings on how to teach them? Thanks

Hi Gail! The recordings on this blog post can be used by anyone and I will leave them up 🙂 The writing bundle doesn’t come with any recordings but I did include step-by-step instructions for teachers. I hope this helps!

Thank you for sharing your information with everyone. I know how to write (I think, haha), but I wanted to really set my students up for success with their research and writing. Your directions and guides are just what I needed to jar my memory and help my students become original writers. Be blessed.

You are very welcome, Andrea! Thank you for this comment 🙂

Hi Andrea, I am a veteran teacher who has taught nothing but primary for 25 years. However, this is my first year in 5th. I’m so excited to have found your post. Can you direct me to how I can purchase your entire bundle for writing a 5-paragraph essay. Thanks, Sue

Sure, Susan, I can help with that! Here is the link for the 5th Grade Writing Bundle: https://www.teacherspayteachers.com/Product/5th-Grade-Writing-Bundle-3611643

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Independent research projects in upper elementary, independent research projects in upper elementary ela.

Every year, I plan to give my students more choice, voice, and independent project work. Of course, we also have to deal with state testing and loads of other requirements. However, giving your students independent research projects not only helps them demonstrate learning and mastery of standards, it also gives them some choices and ability to share their own unique voice! Here are some independent research projects in upper elementary ELA that your 4th through 6th graders will love!

Genius Hour

You may have heard of Genius Hour or Passion Projects. Genius Hour is considered project-based learning, and it starts with a question. Students choose their own research question about anything really, and they study it at least an hour a week. After reading/researching about their question, their final project can be something as simple as an explanatory slideshow or building their own dollhouse. The possibilities are endless.

Genius Hour can require some scaffolding at the beginning. For example, you may ask your students to research a question related to a certain topic. If you’re reading Watsons Go to Birmingham, for example, they may ask a question surrounding the Civil Rights Movement or the 1960s. The topics can be open-ended to give the students some choice but still have an overarching theme.

Once students get practice researching and coming up with their own final project, they can choose a Genius Hour topic about anything. Some example questions may include:

• How do I promote healthy eating in elementary school?
• How do I prepare for middle school?
• What is the best place to take a family vacation, and how can I plan one for my family?
• How do you start a small business as a student?

Genius Hour gives students choice and voice in the classroom, and you’ll love learning about their passions!

Author Studies

This is one of my favorite projects to use for upper elementary ELA students! I first implemented this project with fifth graders after state testing. This is the perfect time of year for an independent study, and it reinforces reading, writing, and research concepts used throughout the school year!

This project includes almost everything you need for your students to complete a research project on the author of their choosing . It sets them up to brainstorm, research, take notes, plan, and then complete a research paper on their selected authors. I have also made sure to leave some of the note-taking more generic so that you and your students can use as little or as many pages as they need.

Start by giving students the included list of possible authors to research or let them choose their own. This author may already be a favorite or one they want to know more about! Once the author is chosen, your job is to facilitate. Remind them of resources to use for research, note-taking skills and options, and let them learn and explore!

The author study resource includes everything your students need to get started. You’ll have the author examples, note sheets, rubrics, and an example research paper to help guide your instruction and student learning!

Differentiate by having students work in groups to research an author together or study different authors within the same genre. This is also a great way to culminate literature circles by having students research the author they read!

These independent research projects in upper elementary ELA are some of my favorites to provide choice while differentiating for all learners. What research projects have you tried in your ELA classroom?

• Read more about: Upper Elementary Reading

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• Sample Research

FREE 10+ Elementary Research Report Samples in PDF | MS Word

The book “ Practical Steps to the Research Process for Elementary School ” stated that elementary students usually feel bored in doing research projects. Due to the students being greatly influenced by streaming media, it appears to be really challenging for them to focus on doing educational tasks. Are you an elementary student who needs to accomplish a research report for your class? In this article, we have some informative guide and downloadable elementary research report templates to guide you in being successful in learning the processes of research. Keep on reading!

Elementary Research Report

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An elementary research report is a beneficial document made by the elementary or grade school students (typically in Grade 4-6), applying what they learned in performing basic research. This report appears to be a stepping stone for children in improving their skills and abilities to learn and process information, and promoting growth in their research study.

In this section, we provide  you some easy-to-follow tips  that indicate how to design an elementary report, as well as managing different kinds of phases in writing an effective research project report for elementary school students: 

The most important step in the process of developing a plan for your report is selecting a topic. A good topic is both feasible and a little bit difficult to the student’s evaluated capabilities. Search for ideas or concepts in a specific list made by your teacher. or look for your grade-level textbooks or other library sources. Also, include several good subtopics that will help you to dig deeper on your primary topic.

The second step in your research work is taking some ample time to research important information that you will use for your report . Some examples of sources that you can use for research are books , references, magazines, newspapers, videos, internet, and many more. By doing effective research, your comprehension and evaluation skills may potentially improve.

Carefully read the entire materials or sources that you have chosen for your research work prior to selecting facts. Look for the significant points of your reading material. Then, organize the highlighted points you found, analyze them, and select key facts from each part to align your subtopics.  

Last but not the least, you should develop a well-designed outline of specific actions or tasks for your elementary research report. Go back from your notes in your research study. Then, sort the notes into subtopic sections and arrange them in a basic outline order. Move the notes into a logical pattern for writing. Use numbers and bullets while arranging the methods and tasks. 

The format of the research report contains a list of primary sections consisting page numbers, tables, illustrations, reference list, and appendices. Also, it provides an abstract that shows a clear overview of goals, methods, outcomes, and conclusions.                                                                                                                                                                                                                                                                                                                                                                                                                                                          

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There are different kinds of research skills such as analyzing information, asking questions, respecting ownership, using networks, and many more.  

Make research fun by writing a quiz, creating a collage, going for a photo scavenger hunt, transforming research into art, and designing a magazine.

First, you need to identify the task significance for the research, look for top keywords, utilizing proper tools, taking notes, and collecting data.

Thus, elementary school students will fully benefit throughout their education by means of developing their research skills. This will help them instill an insight of academic research and establish a solid foundation for their future research projects when they enter middle school, high school, and college or university, especially when they got hired from work.  Here are some of our downloadable and printable report samples available in different kinds of formats. Simply click the templates in this article and start downloading now!

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How to Write an Elementary School Research Report

Susan braun.

Research reports are common assignments for students everywhere, and you will probably write your first research report in elementary school. If you learn the steps for writing a quality research report while you are in elementary school, the skill will serve you well in the rest of your educational journey.

Explore this article

• Instructions
• Define a topic to research
• Make a list
• Make note cards
• Organize your note cards into topics
• Write your paper
• Edit your paper for grammatical errors

1 Instructions

2 define a topic to research.

Define a topic to research. If the teacher assigns a basic theme, choose a related topic that interests you. For instance, if your major theme is the Civil War and medicine interests you, you might decide to research medical treatment given to soldiers during the Civil War. Choose a theme that is broad enough to find research on, but narrow enough that you will not be overwhelmed with too much information.

3 Make a list

Make a list of questions to ask and resources to use. Possibilities for research resources include the Internet, encyclopedias, newspapers and personal interviews.

4 Make note cards

Make note cards. On each note card, write a fact you have learned through your research. The number of note cards you need to make will determine the length of your research paper.

5 Organize your note cards into topics

Organize your note cards into topics. For instance, with a Civil War medical theme, you might group them into types of medicine, types of injuries and disease and injury statistics.

6 Write your paper

Write your paper. Write an introductory paragraph giving general information about your topic. Use each stack of note cards to write a paragraph about that topic. End with a concluding paragraph where you summarize what you learned.

7 Edit your paper for grammatical errors

Edit your paper for grammatical errors, run-on sentences and other problems. It is helpful to have a parent or older sibling read your paper, since they may notice things that you might not.

• 1 A Research Guide for Students: How to Write an A+ Research Paper

About the Author

After teaching for 8 years, Susan Braun has been doing freelance writing since 1999. Her writing has been seen in "Parents," "Children's Ministry," Mommytrackd.com, Associated Content and WAHM.com. Braun has a Bachelor of Arts in retail from Indiana University and an Master of Science in education from University of Alabama.

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The 10 Most Significant Education Studies of 2021

From reframing our notion of “good” schools to mining the magic of expert teachers, here’s a curated list of must-read research from 2021.

It was a year of unprecedented hardship for teachers and school leaders. We pored through hundreds of studies to see if we could follow the trail of exactly what happened: The research revealed a complex portrait of a grueling year during which persistent issues of burnout and mental and physical health impacted millions of educators. Meanwhile, many of the old debates continued: Does paper beat digital? Is project-based learning as effective as direct instruction? How do you define what a “good” school is?

Other studies grabbed our attention, and in a few cases, made headlines. Researchers from the University of Chicago and Columbia University turned artificial intelligence loose on some 1,130 award-winning children’s books in search of invisible patterns of bias. (Spoiler alert: They found some.) Another study revealed why many parents are reluctant to support social and emotional learning in schools—and provided hints about how educators can flip the script.

1. What Parents Fear About SEL (and How to Change Their Minds)

When researchers at the Fordham Institute asked parents to rank phrases associated with social and emotional learning , nothing seemed to add up. The term “social-emotional learning” was very unpopular; parents wanted to steer their kids clear of it. But when the researchers added a simple clause, forming a new phrase—”social-emotional & academic learning”—the program shot all the way up to No. 2 in the rankings.

What gives?

Parents were picking up subtle cues in the list of SEL-related terms that irked or worried them, the researchers suggest. Phrases like “soft skills” and “growth mindset” felt “nebulous” and devoid of academic content. For some, the language felt suspiciously like “code for liberal indoctrination.”

But the study suggests that parents might need the simplest of reassurances to break through the political noise. Removing the jargon, focusing on productive phrases like “life skills,” and relentlessly connecting SEL to academic progress puts parents at ease—and seems to save social and emotional learning in the process.

2. The Secret Management Techniques of Expert Teachers

In the hands of experienced teachers, classroom management can seem almost invisible: Subtle techniques are quietly at work behind the scenes, with students falling into orderly routines and engaging in rigorous academic tasks almost as if by magic. 

That’s no accident, according to new research . While outbursts are inevitable in school settings, expert teachers seed their classrooms with proactive, relationship-building strategies that often prevent misbehavior before it erupts. They also approach discipline more holistically than their less-experienced counterparts, consistently reframing misbehavior in the broader context of how lessons can be more engaging, or how clearly they communicate expectations.

Focusing on the underlying dynamics of classroom behavior—and not on surface-level disruptions—means that expert teachers often look the other way at all the right times, too. Rather than rise to the bait of a minor breach in etiquette, a common mistake of new teachers, they tend to play the long game, asking questions about the origins of misbehavior, deftly navigating the terrain between discipline and student autonomy, and opting to confront misconduct privately when possible.

3. The Surprising Power of Pretesting

Asking students to take a practice test before they’ve even encountered the material may seem like a waste of time—after all, they’d just be guessing.

But new research concludes that the approach, called pretesting, is actually more effective than other typical study strategies. Surprisingly, pretesting even beat out taking practice tests after learning the material, a proven strategy endorsed by cognitive scientists and educators alike. In the study, students who took a practice test before learning the material outperformed their peers who studied more traditionally by 49 percent on a follow-up test, while outperforming students who took practice tests after studying the material by 27 percent.

The researchers hypothesize that the “generation of errors” was a key to the strategy’s success, spurring student curiosity and priming them to “search for the correct answers” when they finally explored the new material—and adding grist to a 2018 study that found that making educated guesses helped students connect background knowledge to new material.

Learning is more durable when students do the hard work of correcting misconceptions, the research suggests, reminding us yet again that being wrong is an important milestone on the road to being right.

4. Confronting an Old Myth About Immigrant Students

Immigrant students are sometimes portrayed as a costly expense to the education system, but new research is systematically dismantling that myth.

In a 2021 study , researchers analyzed over 1.3 million academic and birth records for students in Florida communities, and concluded that the presence of immigrant students actually has “a positive effect on the academic achievement of U.S.-born students,” raising test scores as the size of the immigrant school population increases. The benefits were especially powerful for low-income students.

While immigrants initially “face challenges in assimilation that may require additional school resources,” the researchers concluded, hard work and resilience may allow them to excel and thus “positively affect exposed U.S.-born students’ attitudes and behavior.” But according to teacher Larry Ferlazzo, the improvements might stem from the fact that having English language learners in classes improves pedagogy , pushing teachers to consider “issues like prior knowledge, scaffolding, and maximizing accessibility.”

5. A Fuller Picture of What a ‘Good’ School Is

It’s time to rethink our definition of what a “good school” is, researchers assert in a study published in late 2020.⁣ That’s because typical measures of school quality like test scores often provide an incomplete and misleading picture, the researchers found.

The study looked at over 150,000 ninth-grade students who attended Chicago public schools and concluded that emphasizing the social and emotional dimensions of learning—relationship-building, a sense of belonging, and resilience, for example—improves high school graduation and college matriculation rates for both high- and low-income students, beating out schools that focus primarily on improving test scores.⁣

“Schools that promote socio-emotional development actually have a really big positive impact on kids,” said lead researcher C. Kirabo Jackson in an interview with Edutopia . “And these impacts are particularly large for vulnerable student populations who don’t tend to do very well in the education system.”

The findings reinforce the importance of a holistic approach to measuring student progress, and are a reminder that schools—and teachers—can influence students in ways that are difficult to measure, and may only materialize well into the future.⁣

6. Teaching Is Learning

One of the best ways to learn a concept is to teach it to someone else. But do you actually have to step into the shoes of a teacher, or does the mere expectation of teaching do the trick?

In a 2021 study , researchers split students into two groups and gave them each a science passage about the Doppler effect—a phenomenon associated with sound and light waves that explains the gradual change in tone and pitch as a car races off into the distance, for example. One group studied the text as preparation for a test; the other was told that they’d be teaching the material to another student.

The researchers never carried out the second half of the activity—students read the passages but never taught the lesson. All of the participants were then tested on their factual recall of the Doppler effect, and their ability to draw deeper conclusions from the reading.

The upshot? Students who prepared to teach outperformed their counterparts in both duration and depth of learning, scoring 9 percent higher on factual recall a week after the lessons concluded, and 24 percent higher on their ability to make inferences. The research suggests that asking students to prepare to teach something—or encouraging them to think “could I teach this to someone else?”—can significantly alter their learning trajectories.

7. A Disturbing Strain of Bias in Kids’ Books

Some of the most popular and well-regarded children’s books—Caldecott and Newbery honorees among them—persistently depict Black, Asian, and Hispanic characters with lighter skin, according to new research .

Using artificial intelligence, researchers combed through 1,130 children’s books written in the last century, comparing two sets of diverse children’s books—one a collection of popular books that garnered major literary awards, the other favored by identity-based awards. The software analyzed data on skin tone, race, age, and gender.

Among the findings: While more characters with darker skin color begin to appear over time, the most popular books—those most frequently checked out of libraries and lining classroom bookshelves—continue to depict people of color in lighter skin tones. More insidiously, when adult characters are “moral or upstanding,” their skin color tends to appear lighter, the study’s lead author, Anjali Aduki,  told The 74 , with some books converting “Martin Luther King Jr.’s chocolate complexion to a light brown or beige.” Female characters, meanwhile, are often seen but not heard.

Cultural representations are a reflection of our values, the researchers conclude: “Inequality in representation, therefore, constitutes an explicit statement of inequality of value.”

8. The Never-Ending ‘Paper Versus Digital’ War

The argument goes like this: Digital screens turn reading into a cold and impersonal task; they’re good for information foraging, and not much more. “Real” books, meanwhile, have a heft and “tactility”  that make them intimate, enchanting—and irreplaceable.

But researchers have often found weak or equivocal evidence for the superiority of reading on paper. While a recent study concluded that paper books yielded better comprehension than e-books when many of the digital tools had been removed, the effect sizes were small. A 2021 meta-analysis further muddies the water: When digital and paper books are “mostly similar,” kids comprehend the print version more readily—but when enhancements like motion and sound “target the story content,” e-books generally have the edge.

Nostalgia is a force that every new technology must eventually confront. There’s plenty of evidence that writing with pen and paper encodes learning more deeply than typing. But new digital book formats come preloaded with powerful tools that allow readers to annotate, look up words, answer embedded questions, and share their thinking with other readers.

We may not be ready to admit it, but these are precisely the kinds of activities that drive deeper engagement, enhance comprehension, and leave us with a lasting memory of what we’ve read. The future of e-reading, despite the naysayers, remains promising.

9. New Research Makes a Powerful Case for PBL

Many classrooms today still look like they did 100 years ago, when students were preparing for factory jobs. But the world’s moved on: Modern careers demand a more sophisticated set of skills—collaboration, advanced problem-solving, and creativity, for example—and those can be difficult to teach in classrooms that rarely give students the time and space to develop those competencies.

Project-based learning (PBL) would seem like an ideal solution. But critics say PBL places too much responsibility on novice learners, ignoring the evidence about the effectiveness of direct instruction and ultimately undermining subject fluency. Advocates counter that student-centered learning and direct instruction can and should coexist in classrooms.

Now two new large-scale studies —encompassing over 6,000 students in 114 diverse schools across the nation—provide evidence that a well-structured, project-based approach boosts learning for a wide range of students.

In the studies, which were funded by Lucas Education Research, a sister division of Edutopia , elementary and high school students engaged in challenging projects that had them designing water systems for local farms, or creating toys using simple household objects to learn about gravity, friction, and force. Subsequent testing revealed notable learning gains—well above those experienced by students in traditional classrooms—and those gains seemed to raise all boats, persisting across socioeconomic class, race, and reading levels.

10. Tracking a Tumultuous Year for Teachers

The Covid-19 pandemic cast a long shadow over the lives of educators in 2021, according to a year’s worth of research.

The average teacher’s workload suddenly “spiked last spring,” wrote the Center for Reinventing Public Education in its January 2021 report, and then—in defiance of the laws of motion—simply never let up. By the fall, a RAND study recorded an astonishing shift in work habits: 24 percent of teachers reported that they were working 56 hours or more per week, compared to 5 percent pre-pandemic.

The vaccine was the promised land, but when it arrived nothing seemed to change. In an April 2021 survey  conducted four months after the first vaccine was administered in New York City, 92 percent of teachers said their jobs were more stressful than prior to the pandemic, up from 81 percent in an earlier survey.

It wasn’t just the length of the work days; a close look at the research reveals that the school system’s failure to adjust expectations was ruinous. It seemed to start with the obligations of hybrid teaching, which surfaced in Edutopia ’s coverage of overseas school reopenings. In June 2020, well before many U.S. schools reopened, we reported that hybrid teaching was an emerging problem internationally, and warned that if the “model is to work well for any period of time,” schools must “recognize and seek to reduce the workload for teachers.” Almost eight months later, a 2021 RAND study identified hybrid teaching as a primary source of teacher stress in the U.S., easily outpacing factors like the health of a high-risk loved one.

New and ever-increasing demands for tech solutions put teachers on a knife’s edge. In several important 2021 studies, researchers concluded that teachers were being pushed to adopt new technology without the “resources and equipment necessary for its correct didactic use.” Consequently, they were spending more than 20 hours a week adapting lessons for online use, and experiencing an unprecedented erosion of the boundaries between their work and home lives, leading to an unsustainable “always on” mentality. When it seemed like nothing more could be piled on—when all of the lights were blinking red—the federal government restarted standardized testing .

Change will be hard; many of the pathologies that exist in the system now predate the pandemic. But creating strict school policies that separate work from rest, eliminating the adoption of new tech tools without proper supports, distributing surveys regularly to gauge teacher well-being, and above all listening to educators to identify and confront emerging problems might be a good place to start, if the research can be believed.

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Implementing Social-Emotional Learning in the Elementary Classroom

Kelsey l. kaspar.

1 Rudd-Rockford-Marble Rock Community School District, Rockford, IA USA

Susan L. Massey

2 Upper Iowa University, Fayette, IA USA

Social-emotional learning has the power to change how educators deliver instruction across the country. For this article, social-emotional learning research and journal articles were reviewed for the purposes of identifying common themes among existing research. Multiple perspectives were considered in the review of literature and the findings were used to identify potential issues and create overall recommendations. The first author provides an example of an implementation case at her elementary school. The recommendations from this case are provided for school leaders to consider when implementing social-emotional learning in their elementary school buildings. A step-by-step action plan is laid out for school leaders to use as a guide for this process, based on the first author’s case, while taking possible issues into consideration.

Introduction

Social-emotional learning has evolved within the field of education over the years and is recently gaining more attention as students adapt to a changing world and, thus, a new learning environment. This type of learning focuses on students developing life skills like empathy, emotional intelligence, and goal setting (CASEL, 2020 ). Supporters of social-emotional learning (SEL) argue that these skills are equally as important as academic content (Brennan, 2015 ; Durak et al., 2011 ; Shriver & Weissberg, 2020 ). Legislators support social-emotional learning as evidenced by the passing of the Every Student Succeeds Act (ESSA). This legislation allows schools to be evaluated on a non-academic outcome such as school climate and student engagement (National Conference of State Legislature, 2018 ). As the COVID-19 pandemic dramatically changed the way teachers delivered instruction, a common sentiment among educators was to remind each other of the importance of “Maslow before Bloom” (Raschdorf et al., 2020 ). That is, students’ social-emotional needs should be met before expecting them to absorb and retain academic information. This belief has more early childhood educators calling for knowledge of social-emotional learning instruction and the best way of doing so. A large body of current research is allowing for education to head in this direction. The research provides support for the impact that SEL can have on schools across the country.

The purpose of this article is to examine potential practices for implementing social-emotional learning into the elementary classroom. Prior research will be reviewed for information surrounding the most effective way to implement SEL. After reviewing effective strategies, recommendations and their implications will be given to allow for a successful transition into the elementary setting. These recommendations are based on the implementation process at the first author’s school. Potential roadblocks, like time management, financial considerations, and stakeholder buy-in, will be taken into account as a plan for implementation. A step-by-step plan will be outlined for assisting school leaders in the process of adding social-emotional learning to the classroom. A successful plan will convince all parties involved of the necessity of social-emotional learning, including administrators, parents, teachers, students, and community members.

Current Approaches to SEL

Current literature offers insight into the impact of social-emotional learning on student academic performance. Research includes current social-emotional learning practices and how opposing views affect the implementation of SEL. This review will also discuss necessary components for successful implementation, such as the learning environment and SEL curriculum, based on prior research findings. The review will conclude with an overview of why further investigation is needed to determine the best plan for bringing SEL to the elementary classroom.

The Benefits of Social-Emotional Learning

The most popular argument for social-emotional learning is that SEL is as critical as academic instruction for students of all ages. When SEL is implemented correctly, there can be a dramatic increase in academic performance as a result. A meta-analysis of 213 studies found this to be true, concluding that social-emotional instruction has a significant impact on students’ academic scores (Durlak et al., 2011 ). However, it is important to note that SEL does not replace core instruction. Instead, when taught as a supplemental curriculum, social-emotional learning benefits children from all backgrounds and helps to enhance their overall experience at school (Shriver & Weissberg, 2020 ). When students’ social-emotional needs are prioritized, they are more likely to respond to learning within the school environment. This is especially true for students who have experienced trauma, or adverse childhood experiences, who tend to struggle with the typical needs of the school day (Parker & Hodgson, 2020 ).

Furthermore, when implemented effectively, SEL connects very well with standards-based teaching and grading. A component of standards-based grading requires students to reflect on their learning and learn from their failures and mistakes. Standards-based grading also encourages students to be aware of their learning goals and work towards them at their own pace. These practices are remarkably like lessons taught as part of social-emotional learning, where students learn the importance of growth mindset and goal setting (Brennan, 2015 ). The connection between standards-based grading and social-emotional learning could result in increased academic performance for students at the elementary level (Brennan, 2015 ).

Opposing Views of Social-Emotional Learning

While research supports the impact of SEL on academic performance, there are arguments against the implementation of SEL in U.S. public schools. Those who oppose social-emotional learning argue that SEL is manipulative and works to mold student personalities into a uniform expectation, taking away student individuality (Zhao, 2020 ). Likewise, legislation involving funding social-emotional learning is consistently turned away by some legislators who argue that more time should be spent on academic instruction than on teaching soft skills (Stringer, 2019 ). Opponents also worry that social-emotional learning may influence students’ future political views, rather than teaching them to develop their own opinions about political issues (Stringer, 2019 ).

Conversely, advocates of social-emotional learning work to convince opposers by arguing that SEL is needed for students to become successful, functional adults in society. Because social-emotional learning develops students’ ability to recognize their own emotions and empathize with others, advocates of SEL argue that students with these developed skills will be more successful later in life (Burroughs & Barkauskas, 2017 ). In fact, some even attest that social-emotional learning is needed for complete human development, particularly in the early years (Ahmed et al., 2020 ). If students are not receiving a typical social-emotional environment at home, schools can replicate the teaching of these skills with an appropriate SEL curriculum. Students who have experienced trauma or adverse childhood experiences (ACES) in their home life can have an equal chance at proper social-emotional development when SEL instruction is delivered at school (Parker & Hodgson, 2020 ). Not only could SEL enhance students’ overall health and development, social-emotional learning can also have a positive impact on school climate and atmosphere. SEL has been found to improve student engagement while at school and reduce high-risk behaviors (Meyers et al., 2015 ; Yang et al., 2018 ).

Current Social-Emotional Learning Practices in the United States

While there remain arguments on either side of the spectrum, schools across the United States are implementing SEL to determine the impact it can have on students. In the United States, legislation provides funding for schools to research and implement SEL, like the School Climate Transformation Grant. School districts were able to first apply for this grant in 2014 (U.S. Department of Education, 2014 ). From there, the passing of the Every Student Succeeds Act (2015) offered more funding for schools wishing to add teacher leader positions in the field of SEL (CASEL, 2019 ). These changes allowed for schools in the United States to begin researching the impact SEL could have on their students and bring attention to meeting students’ social-emotional needs.

Available Resources

Social-emotional learning gains much of its support and new resources from civic organizations in the United States. For example, the Collaborative for Academic, Social, and Emotional Learning (CASEL) is a leader in helping schools to perfect their skills in SEL instruction. CASEL ( 2019 ) not only offers guides for implementation, but also reviews curricula to help school districts find a best fit. CASEL ( 2019 ) also provides extensive research touting the benefits of social-emotional learning. Similarly, the National Commission on Social, Emotional, and Academic Development ( 2019 ) conducted research to provide school districts with recommendations to begin SEL implementation. Their research concluded that social-emotional learning requires the following factors: policy alignment, continuous reflection, local ownership, trained leaders, and cross-sector coalitions (National Commission on Social, Emotional, and Academic Development, 2019 ). Finally, the National Education Association (NEA) supports teachers in their concern for student wellbeing (NEA Education Policy and Practice Department, n.d.). The NEA believes that social-emotional learning is an imperative component of a child’s education.

The support from these types of organizations makes the creation of SEL resources and curricula possible. There continues to be more curricula on the market for administrators to purchase. Dusenbury and Weissberg ( 2017 ) reviewed multiple SEL curricula, including Caring School Community, PATHS, Positive Action, Resolving Conflicts Creatively, Responsive Classroom, Second Step, Social Decision Making/Problem Solving Program, and Steps to Review. These curricula focused on the five social-emotional competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making (CASEL, 2019 ). These curricula make it possible for the general education teacher to add SEL as a daily component in the classroom (Dusenbury & Weissberg, 2017 ). Before deciding on which curriculum best fits a certain school, Ferreira et al. ( 2020 ) remind administrators of the importance of ensuring that the curriculum is developmentally appropriate for the intended age. Just as academics are scaffolded throughout the year, social-emotional skills should correspond to developmentally appropriate age ranges and expectations. In addition, while cost is an important factor to consider when deciding on a curriculum, administrators may recognize that the impact of social-emotional learning can create a financial return by improving student performance, school climate, and increasing standardized test scores (Dusenbury & Weissberg, 2017 ). In this way, purchasing an SEL curriculum can be considered an important investment in a school’s success.

Necessary Components for Implementation

Once schools receive the support and resources to begin the implementation of SEL, administrators need to research best practices for implementing social-emotional learning. These examples have revealed necessary components for SEL instruction to be the most successful. To begin, teachers should be aware of their comfort level with teaching social-emotional learning. To be able to teach social skills, educators need to be socially competent themselves (Collie et al., 2012 ). If educators are not aware of their own social-emotional competencies, then the art of instructing these skills can become too stressful. In this way, schools should set their priority on supporting adults first before expecting them to teach SEL (Darling-Hammond, 2018 ). Mentally healthy teachers will be more impactful with their instruction than those who have other stressors to worry about. With that in mind, it is helpful for schools to focus on simply initiating SEL and then be willing to reflect, learn from mistakes, and listen to teachers’ thoughts and opinions about what was successful and what was challenging (Berman, 2018 ).

After teachers are prepared for teaching SEL, school leaders then may consider focusing on perfecting the learning environment. School is naturally a social place for students, and it makes sense to instruct these skills in this setting (Dominguez & LaGue, 2013 ). Three themes emerged from the literature that were described as necessary components for SEL to be most successful. These all impacted the learning environment: positive teacher-student relationships, diversity and acceptance, and student voice (Durlak et al., 2011 ; Elias, 2014 ; Farrel, 2019 ; Zalaznick, 2020 ). Students thrived in an environment where they felt supported and respected by their teachers and, therefore, were more open to SEL instruction (Elias, 2014 ). Likewise, SEL instruction that included conversations about diversity and acceptance created an ideal learning environment for all involved (Farrell, 2019 ). Students appreciated a classroom where they felt they had a voice in their learning and felt understood by their teachers (Zalaznick, 2020 ). When all factors were effectively put into place, students were more likely to improve in their academic performance.

After a proper learning environment is put into place, the instruction of SEL can begin. Prior research provides recommendations of important pieces to allow students to get the most out of the instruction. First, social-emotional learning was implemented throughout the day and taught regularly by classroom teachers (Bailey et al., 2019 ; Barnett, 2019 ). This took on multiple forms, including being integrated into another curriculum (e.g., literacy or math). On the other hand, some programs required separate times of the day devoted to SEL, such as morning and closing circle times (Berman, 2018 ; Stearns, 2016 ). These lessons focused on the direct, explicit instruction of social-emotional skills. Oftentimes, these skills were practiced through peer collaboration in both general academic work and direct SEL work (Capp et al., 2018 ). However, when instruction was given, it was most helpful to be in the form of an easy-to-follow curriculum, with step-by-step instructions for the teacher to follow. Likewise, SEL was most impactful when families and the general community were involved in the students’ learning (Greenberg et al., 2017 ; Haymovitz et al., 2018 ).

Roadblocks to Address

While an action plan is created, the following will be important roadblocks to consider: finding time for SEL instruction, locating money in the budget for resources and personnel, adequately preparing teachers for providing the instruction, gaining the support of stakeholders, and collecting data to reflect on its effectiveness. As the world changes, so do the students entering classrooms. Schools should recognize the need to educate the whole child, in lieu of focusing solely on academics (Durlak et al., 2011 ). The Every Student Succeeds Act of 2015 requires schools to be evaluated on conditions of learning, and social-emotional learning can positively affect school’s climate to improve these scores (Shriver & Weissberg, 2020 ).

First, the main concern that teachers have about social-emotional learning is finding the time to fit SEL instruction into their daily schedule (Collie et al., 2012 ). There are many demands on elementary teachers; namely, expectations for students to perform well on standardized tests. A typical elementary schedule is already full of literacy and math lessons, and the notion of adding in another component may be overwhelming for elementary educators (Collie et al., 2012 ). With that in mind, it will be important for an SEL curriculum to be easy to implement and fit seamlessly into the normal elementary routine. SEL can also be embedded into academic curriculum, through partner work, minilessons during literacy, and as part of the Common Core State Standards speaking and listening standards.

Next, some schools may have difficulty acquiring money to support the implementation of SEL. Funds will be needed for multiple components, including curriculum, personnel, and professional development (Dusenbury & Weissberg, 2017 ). School leaders should be aware of grant opportunities and government-controlled funds that would aid in the purchasing of these components. Professional development is necessary to ensure that teachers are properly prepared for providing instruction in social-emotional learning (Collie et al., 2012 ).

Finally, school leaders should recognize the importance of gaining support from important stakeholders including parents, the local community, and the students themselves. Those who oppose social-emotional learning believe that SEL takes precious time away from academics (Zhao, 2020 ). To combat those fears, school leaders need to create a plan for collecting data to prove the success of their chosen SEL program. Stakeholders will benefit from being kept informed on all levels, so that they know what to expect for outcomes from social-emotional learning.

Social-emotional learning seems to be the latest trend in education, but it does not come without controversy. Many states are beginning to see the benefits of providing SEL instruction and will likely begin to require this type of instruction in schools. However, the problem remains in creating steps to follow for a smooth implementation, while addressing issues like time, money and resources, and stakeholder buy-in. These issues need to be considered for an SEL implementation plan to succeed.

Recommendations and an Example Case

Clearly, the process of implementing social-emotional learning into the elementary classroom does not come without its challenges. However, the recommendations from the current research offer valuable insight into the best approach for beginning the process. School leaders may consider simply choosing a starting point and working from there to get off and running (Berman, 2018 ). Before jumping into the implementation, it will be important to consider the previously mentioned sub issues that are likely to affect the success of a plan. From there, a step-by-step plan, based in the literature’s findings and the first author’s experiences, can smoothly guide the development of social-emotional learning throughout an elementary school’s classroom.

Action Plan

With the existing research and the first author’s actions at her school in mind, the following action plan is presented. This action plan includes multiple elements to ensure that the implementation of social-emotional learning goes as smoothly as possible. These components include creating a social-emotional learning leadership team, offering multiple opportunities for staff to receive professional development on the topic of SEL, creating a plan that includes frequent communication with all stakeholders, developing consistency among elementary classrooms within the school building, and offering tier two and tier three interventions for students needing targeted instruction in social-emotional skills. The first author implemented a similar action plan in her school and examples from this school are given for each step. Refer to Fig.  1 to see an example of an implementation timeline.

A Timeline for Implementing Social-Emotional Learning.

Social-Emotional Learning Leadership Team

The first step towards success when implementing social-emotional learning should include the creation of an SEL leadership team. This team should include a wide variety of staff members to include diverse perspectives. Some positions to consider are the instructional coach(es), the curriculum coordinator, a teacher new to the district, a teacher new to the profession, at least two veteran teachers, and the school guidance counselor. Monthly meetings of the SEL team are suggested to plan and fulfill actions towards adding social-emotional instruction to the elementary building. At the author’s school, these members were selected by the elementary principal to identify the weaknesses in the area of social-emotional instruction and then work towards a solution. Creating a shared vision is one of the first actions that the team will want to complete. This vision will include where they see SEL fitting into the school and the changes it will bring to the overall school environment. The shared vision should include a mission statement. An example of a mission statement is: “Under the implementation of a new social-emotional curriculum, our elementary school will offer an environment where the maximum amount of learning can take place, where students can feel safe, where teachers are appreciated, and all feel welcome.” The mission statement will be used, along with the shared vision, to introduce SEL to the elementary staff. The vision statement encompasses the beliefs of how the leadership team expects both students and educators to act underneath their new SEL plan. The following questions may be beneficial in generating discussion to create a shared vision:

• What does an ideal school environment look like?
• How do ideal students solve problems with one another?
• How should teachers be supported in their profession?
• How does social-emotional learning relate to our school mission statement?
• How could social-emotional learning transform our school?

After developing a shared vision, the SEL leadership team will need to set SMART (specific, measurable, achievable, realistic, and timely) goals for how to meet their vision. These goals should be broken up by priority, and the SEL team should make both short-term and long-term goals. These goals could include the development of schoolwide norms, or expectations, for students to follow no matter where they are in the school building. This consistency will be helpful in enhancing the school’s learning environment (Durlak et al., 2011 ). Also, the SEL team will want to develop a plan that ensures teacher morale stays positive (Darling-Hammond, 2018 ). For example, SEL leaders may work on celebrating staff accomplishments on a regular basis or rewarding teachers with small sentiments. Both factors will be very impactful in improving the climate of the school and the learning environment for students (Fig. ​ (Fig.2 2 ).

SMART goal example

When making the SMART goals, the SEL team should have a plan for collecting data to show their growth towards goals. One possible assessment tool is the social, academic, emotional, behavioral risk screener (SAEBRS) assessment offered by Fastbridge. This assessment screens students from kindergarten through 12th grade and quickly identifies students who may need a targeted intervention related to social-emotional skills (Illuminate Education, 2021 ). The data from this assessment could be one of the main determinations in SEL goal achievement.

In addition to collecting student data from an assessment like SAEBRS, the SEL leadership team will also want to have additional data collection tools. First, the leadership team will want to collect data from teachers, including their thoughts on the school climate and levels of job satisfaction (Darling-Hammond, 2018 ). A survey, anonymous suggestions, or a similar idea could be created. Teachers should feel supported in their own job before they can competently teach social-emotional lessons (Collie et al., 2012 ). This survey could identify potential issues before they hinder the SEL team’s efforts. Similarly, students could complete a school climate survey. For example, the Iowa Department of Education in the United States requires all public schools to conduct a Conditions of Learning Survey, collecting data on students’ feelings about their school (Des Moines Public Schools, 2021 ). All these pieces of data will be crucial in determining a starting point for the SEL team, and later in determining the success of the team’s efforts.

Next, the SEL team will want to choose the tools for SEL instruction. There are many available curricula in the social-emotional domain, so the pros and cons of all curricula will need to be weighed. Factors to consider when choosing a curriculum should include ease of use, cost, resources included, and research-based materials (Dusenbury & Weissberg, 2017 ). An appropriate curriculum will meet most of the school’s needs. It may be beneficial for the leadership team to choose one or two teachers to pilot a program and share their thoughts on the program before purchasing it for the entire elementary. The first author was chosen to pilot the Caring School Community curriculum from the Center for the Collaborative Classroom at her school. This program was used with her 27 fourth-grade students. Data was collected to determine its effectiveness, and the author presented her findings to her colleagues at the beginning of the 2021–2022 school year. In addition, the author trained her colleagues to use the curriculum in their own classrooms. It is helpful to have a curriculum chosen and sample materials made available as the shared vision is presented to all elementary staff members.

Professional Development

After choosing a curriculum, the next step in SEL implementation is preparing the educators for delivering social-emotional instruction. The SEL leadership team should organize professional development opportunities for elementary staff. The professional development opportunities should occur more often during the first year to best support educators in the transition to social-emotional learning. These first sessions should include opportunities for teachers to develop their own social-emotional competencies (Darling-Hammond, 2018 ). Administrators will want to emphasize the importance of teachers taking time for self-care or activities where they take the time to refresh and elevate their mental health (Collie et al., 2012 ). These types of activities include fitness, mindfulness practices, free-reading, or any other activities that teachers enjoy doing in their free time. In addition, teachers should be able to recognize and manage their own emotions to assist students in doing the same (Darling-Hammond, 2018 ). For example, at the author’s school, the administration brought in area education agency members to train staff on social-emotional learning practices. This included the viewing and discussion of the documentary Paper Tigers (Redford & Pritzker, 2015 ).

From there, teachers can begin to practice empathy by learning about trauma-informed instruction and adverse childhood experiences (ACES). An understanding of these topics is crucial in being able to deliver social-emotional lessons and create a classroom environment where all students feel safe and comfortable (Parker & Hodgson, 2020 ). The author’s colleagues participated in a book study of Help for Billy by Heather Forbes. When students experience trauma in their young lives, the development of their brains is affected (Forbes, 2012 ). Because of this, their ability to maintain relationships in the same way as traditional students is diminished. Behavior typically becomes a problem with these types of children, and it is helpful for educators to be professionally trained in a trauma-informed approach in order to best meet their needs. Social-emotional learning can reduce high-risk behaviors when implemented correctly (Parker & Hodgson, 2020 ). Consequently, professional development should offer the opportunity for educators to learn and understand the neuroscience behind trauma and ACES.

Once educators have the foundational knowledge necessary for teaching social-emotional learning, they can begin instruction. However, the learning does not stop there, and school leaders should consider utilizing their instructional coaches to continue to improve educator’s SEL practice. Like other coaching sessions focused on academics, an instructional coach can complete a coaching cycle with his or her co-workers, analyzing social-emotional lessons. To make the most out of the first year of schoolwide SEL implementation, administrators should consider requiring all teachers to complete a coaching cycle in social-emotional learning. This coaching cycle will involve the instructional coach reviewing a lesson with the teacher beforehand, observing the lesson, and reflecting with the teacher afterwards. The coaching cycle will give teachers a chance to ensure they are delivering instruction in the best way possible for students to gain as many social-emotional skills as possible. Likewise, the instructional coach can learn from his or her colleagues to build a “toolbox” of knowledge for all elementary staff to share as they plan their SEL instruction.

Communication with Stakeholders

Creating a vision of SEL and preparing educators for instruction will serve as the building blocks for success of implementation. From there, administrators and school leaders will want to consider the involvement of educational stakeholders. This will include parents, students, all school workers, school board representatives, and community members. Community members may include local business owners, student relatives, and all those who have a stake in the funding for the school. For SEL to be most effective, communication with stakeholders should happen regularly and consistently (Raschdorf et al., 2020 ). The SEL leadership team will want to share their SEL vision with all stakeholders and present it in a way that shows them the benefits of such instruction. At the author’s school, parents were given an overview of the new social-emotional curriculum at Back-to-School night and were also able to ask any questions or raise any concerns during this time. After the implementation of SEL program, parents continued to give feedback. One of the thoughts from a parent at the author’s school is shared in Fig.  3 .

A Parent’s perspective on SEL curriculum at RRMR elementary

In fact, when parents are involved in social-emotional instruction, the impact on student performance is that much greater (Haymovitz et al., 2018 ). In addition to including parents and school workers, SEL leaders will want to coordinate community partnerships (Greenberg et al., 2017 ). These partnerships can give students the opportunity to give back in their community, learn as an apprentice, or other various learning experiences.

After providing an overview to school stakeholders of SEL instruction, it will be helpful for the leadership team to gather data from them to gauge their feelings about the implementation process. This information will help SEL leaders pinpoint any specific areas of concern that could be addressed when communicating with stakeholders. Similarly, the SEL leadership team will want to share success stories as they begin lessons and collecting data from students. This could happen in multiple formats, including website updates or informational fliers sent to the school’s community partners. These celebrations will help the stakeholders to see the importance of teaching social-emotional skills to students in their community (Fig. ​ (Fig.4 4 ).

Example learning target

Social-Emotional Learning in the Classroom

The most critical part of SEL instruction will occur in the elementary classroom. There are numerous factors that should be considered to make the lessons the most effective. These elements include focusing on positive student–teacher relationships, developing consistency among all elementary classrooms, and ensuring classrooms are culturally responsive. All teachers should include SEL in their classrooms somehow, and this SEL instruction should occur daily (Bailey et al., 2019 ). From there, teachers will want to work on fostering positive relationships with their students. Research supports the importance of students feeling respected and cared for by their teachers (Raschdorf et al., 2020 ; Yang et al., 2018 ). When these relationships are in place, student behavior will improve, and students will be more likely to respond to SEL instruction. An easy way to begin to develop these relationships is to follow the “two-minute-a-day” strategy (McKibben, 2014 ). This strategy focuses on giving students targeted, positive attention every day. This focused attention allows for the student to see their teacher as an ally, rather than an enemy. This strategy can be particularly meaningful for students who typically have behavioral issues (McKibben, 2014 ). These relationships are the foundation for creating an ideal learning environment.

Next, once SEL instruction begins, it will be essential for there to be consistency among all elementary classrooms (Durlak et al., 2011 ). There should be schoolwide discipline policies and expectations in place that are followed by all staff members. Administrators may consider doing classroom walk-throughs to check for this consistency on a regular basis. The SEL leadership team may focus on using positive language in these expectations (Whisman & Hammer, 2014 ). For example, instead of writing “Don’t run in the hallways,” the language could be changed to “Walk in the hallways.” This language can also be used in the classrooms. Teachers should consider rewarding students for positive behaviors, rather than scolding those acting out. These factors will also contribute to an ideal learning environment.

As SEL is added to the elementary classroom, there are multiple components that will be helpful in ensuring that instruction is the most impactful. First, educators will want to create explicit learning targets, like academic learning goals. These learning targets can relate back to the five SEL competencies by CASEL ( 2020 ) or the SEL competencies required by the state’s department of education. In this way, SEL instruction can relate back to the process of standards-based instruction and grading, where students take ownership of their learning, using the learning targets as their guide. These learning goals can also be used to assist students in the process of self-assessment. Just like with their academics, students will want to recognize their growth in social-emotional skills, and self-assessment is a meaningful way to do so.

In addition, social-emotional learning can be integrated into other subject areas to add components of it throughout the school day. One of the easiest ways to accomplish this is by including peer collaboration into all subjects. When students work together on a variety of tasks, there are many social-emotional skills coming into play (McKown et al., 2016 ). Students are required to use their communication skills, teamwork, and conversational skills to work best with their partner. Students should not be simply assigned to a partner project for the sake of practice. Instead, students should be provided with direct, explicit instruction in how partners should work together for that task. Afterwards, reflecting on the successes and challenges of their partner work will help students to identify their strengths in social-emotional skills (McKown et al., 2016 ).

A critical component of social-emotional learning is to include parents in the practice of social skills (Haymovitz et al., 2018 ). This component should be executed by all classroom teachers teaching social skills. Teachers will need to communicate with parents the learning goals of SEL, so that the skills can be reinforced at home when applicable. For example, when teaching students about the importance of agreeing and disagreeing respectfully, prompts can be sent home to use in the home setting as well. At the author’s school, students are given a home connection activity to complete every week with an adult at home. This activity relates to the current SEL learning target. When SEL skills are put into practice both at school and at home, students will be more positively impacted (Haymovitz et al., 2018 ).

Likewise, teachers will want to respond to students’ home environments by ensuring that classrooms are culturally responsive. Social-emotional learning offers an ideal opportunity for teachers to address diversity across the globe and appreciate cultural differences. Similarly, educators should be aware of cultural differences when celebrating holidays at school. Teachers should also ensure that students are exposed to diverse literature, where all students can “see” themselves in the books that they read. Literature gives students the chance to put themselves into others’ shoes, and, therefore, practice the skill of empathy while also practicing literacy skills. When all these components are put together in the classroom, social-emotional learning will be most effective.

Multi-Tiered System of Supports for SEL

Once students are given direct instruction in social-emotional skills, they should be provided with interventions when needed (Barnett, 2019 ; Green et al., 2019 ; Greenberg et al, 2017 ). These interventions should be provided on both a tier two and tier three level to meet all students where they are at with their social-emotional development. To put these interventions into place, all elementary students should be assessed with a universal screening assessment to identify students in need. This assessment will aid in identifying the specific areas of need for students to grow. Tier two instruction can occur in a small-group setting, where students work on social-emotional skills together. Likewise, tier three instruction will occur individually, where students can focus on their own growth where needed. This instruction could take on the form of a regular one-on-one conference with the student to help them with whatever skills they may need. The conferences will give students the opportunity to share any social woes they may have and work on problem-solving strategies for alleviating them. The universal screener can be given three times a year, and the data from this screener can serve as a reflection tool. Teachers will be able to identify growth among their students in social-emotional skills, and the school will be able to determine the success of its social-emotional skills as a whole.

School leaders who wish to implement social-emotional learning will benefit from these recommendations. It will be important for leaders to keep the concerns in mind, like issues with time and money, when beginning the step-by-step plan. However, by using findings from current research, these recommendations are practical and possible for beginning the process SEL implementation.

SEL implementation is not an easy path to take. There are likely going to be issues that arise during the process, including pushback from stakeholders, scheduling conflicts, and budget shortfalls. However, if those are directly addressed in a step-by-step action plan, the process may go much smoother. When school leaders begin to implement social-emotional learning, they will want to begin with creating an SEL leadership team. This team will be in charge of creating a shared school vision, training staff members, and guiding their co-workers through the implementation process. While there are many roadblocks to consider in this action plan, the benefits of following through with it are sure to outweigh any negatives. If SEL is implemented correctly, students and teachers are more likely to experience a high quality, less stressful learning environment. Communication between the school and its stakeholders may increase, developing important relationships. All educators involved in the implementation process will be given the opportunity to grow in their instructional practice, as they dive into professional development on social-emotional learning and trauma-informed teaching. Administrators will become more aware of the importance of teacher mental health and self-care, and students will feel the results in the classroom academically. As social-emotional learning grows in popularity, the research supports these notions. School leaders should seriously consider evaluating their current practice and determining a place for social-emotional learning in their buildings. The effects of doing so may be felt for many years, as students learn to become well-rounded, emotionally intelligent adults. An administrator at the school of the first author noted these effects: As a building administrator I have noticed a decrease in small behavior issues that come through my office simply because of the common language and the fact that students are able to resolve conflicts on their own. Teaching those strategies and skills over the course of a school year with daily lessons has been so valuable for everyone.

SEL can prepare students for living in a diverse world, by teaching them to interact with all types of humanity. Teacher burnout and anxiety can decrease when approached as part of the process, and stakeholders in the community will get the chance to be involved in student development. Additionally, students across the world can benefit from direct instruction in managing emotions and working with others. The history of humanity teaches us the importance of knowing these skills, and the future of the world depends on the next generation. By empowering this generation with necessary social-emotional skills, children can confidently face their futures. For these reasons, SEL belongs as a promising future in the field of education.

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