Fostering A Sense Of Belonging And Community Through Social And Emotional Learning

This thesis explores how social-emotional learning (SEL) can be integrated into early elementary classrooms to foster a stronger sense of belonging and community. Research shows that students who feel connected and valued in their school environment are more likely to succeed academically and emotionally. However, many educators face barriers such as time constraints and lack of training when implementing SEL. To address this gap, a four-week SEL unit was developed, designed specifically for second-grade classrooms. The unit emphasizes self-awareness, emotional regulation, empathy, and conflict resolution through brief, daily lessons that are adaptable and easily embedded into classroom routines. Drawing from other SEL frameworks, this project aims to support students' emotional growth while offering practical strategies for educators. The findings highlight the positive impact of daily SEL practices on classroom climate, student engagement, and teacher-student relationships, emphasizing that SEL can be both effective and manageable when aligned with real classroom needs.