This case study addressed the correlation between the implementation of social-emotional learning aimed at improving the academic success of high school seniors. Research questions focused on teachers’ beliefs and attitudes about the academic success of twelfth-grade students when implementing social-emotional learning strategies in the classroom, how social-emotional learning strategies influenced student outcomes, and the learning acquired by the action research team when implementing social-emotional learning strategies. Studies reveal that social-emotional learning has a great influence on academic outcomes, especially in high-poverty schools. Schools where students feel safe, encouraged, and championed are found to have students with higher academic performance in class and on standardized tests. The study employed action research through the use of focus groups, Likert-Scale surveys, interviews, and an analysis of academic and graduation trends. An analysis of school-wide interpersonal relationships, learning environments, and decision-making processes helped frame the literature and served as the themes in this study. Findings indicate the following: teacher beliefs about the importance of SEL practices and their own instructional capacity influence implementation, student outcomes are determined by the presence of student-teacher relationships and leadership expectations, and a schoolwide vision and an explicit, engaging curriculum are essential components of effective SEL implementation. Future research studies should consider conducting a long-term study, replicating this study with an entire grade level or in a whole-school setting using a face-to-face instructional model.
