How Did Educators of Students with Learning Differences Use Social–Emotional Learning to Support Their Students and Themselves Early in the COVID-19 Pandemic?

Abstract

This study investigated the affective experiences of 30 educators of students with learning differences (sLD) and their use of social–emotional learning (SEL) early in the COVID-19 pandemic. Authors utilized a convergent parallel mixed-methods research design to collect and analyze data from educators through focus groups, interviews, and surveys. Through integrated analysis of qualitative and quantitative responses, authors found that educators of sLD experienced a range of emotions, both negative and positive, as they shifted to a virtual learning environment. Experiences of negative emotions were rooted in anxiety and stemmed from evolving demands and the increased challenges of adapting to distance learning, particularly for their sLD. Experiences of positive emotions stemmed from transformed relationships and new routes of communication with educators’ colleagues, students, and families. Importantly, SEL strategy use for themselves and with their students served as a useful tool in navigating the challenges that the educators were facing. Findings are discussed in the context of how best to support educators who work with sLD and utilize SEL to manage the challenges of distance learning.

Unpacking the social‐emotional health of education support professionals during the COVID‐19 pandemic

“…At the same time, qualitative exploration of ESPs' positive affective experiences revealed feelings of happiness and joy often were attributed to interactions with students and colleagues. In this way, top sources of joy and inspiration reported in the present study aligned with findings from previous work (Eveleigh et al, 2021 ) and further illuminated the integral role of interpersonal experiences for promoting well‐being in the day‐to‐day lives of both classroom teachers and ESPs.…”

“…Compared with previous research on affective experiences of educators following the onset of the pandemic in 2020, findings from the present study reveal ESPs shared similar emotional experiences with their colleagues; however, a few notable differences emerged in the qualitative data. For example, ESPs reported frequent feelings of frustration , happiness , joy , anxiety , and stress ; whereas special educators polled around the same time most frequently reported feeling anxious , thankful , frustrated , excited , and overwhelmed while also describing more positive affective experiences a higher rate compared to those described by ESPs in the present study (Eveleigh et al, 2021 ). At the same time, qualitative exploration of ESPs' positive affective experiences revealed feelings of happiness and joy often were attributed to interactions with students and colleagues.…”

“…In reviewing the landscape of studies that report sources of stress and frustration identified by other educators sampled around this time (Eveleigh et al, 2021 ; Yale Center for Emotional Intelligence, 2020 ), key distinctions emerged for ESPs that warrant discussion. For example, ESPs in the present study expressed being excluded from the decision‐making process more frequently than did special educators (Eveleigh et al, 2021 ) and general educators who identified job demands and COVID‐19‐related school regulations as their top sources of stress and frustration (Yale Center for Emotional Intelligence, 2020 ).…”

“…In reviewing the landscape of studies that report sources of stress and frustration identified by other educators sampled around this time (Eveleigh et al, 2021 ; Yale Center for Emotional Intelligence, 2020 ), key distinctions emerged for ESPs that warrant discussion. For example, ESPs in the present study expressed being excluded from the decision‐making process more frequently than did special educators (Eveleigh et al, 2021 ) and general educators who identified job demands and COVID‐19‐related school regulations as their top sources of stress and frustration (Yale Center for Emotional Intelligence, 2020 ). Although special educators felt frustrated with the exclusion of special education students from districtwide reopening plans for returning to the school buildings (Eveleigh et al, 2021 ), the present study exposes active exclusionary practices uniquely experienced by ESPs beginning at the start of the pandemic—reflected in layoffs, furloughs, and a lack of communication that exacerbated the uncertainty of their professional roles brought on by distance learning.…”

“…Qualitative open‐ended responses on sources of joy and inspiration and sources of stress and frustration (RQ2), and what schools could do to better support health and well‐being (RQ4) were coded thematically, and then transformed into quantitative data using code counts to analyze codes descriptively by frequency of occurrence. The codebook was informed by previous research on the affective experiences of educators during the COVID‐19 pandemic (Eveleigh et al, 2021 ; Yale Center for Emotional Intelligence, 2020 ) and adjusted to reflect the unique experiences of ESPs in our sample. Using open coding to look for themes in participant responses, two researchers coded responses and identified themes that were merged into broader defined categories.…”