Abstract

This study examined the relationship between social emotional learning (SEL) and academic achievement in private elementary school settings. Data were collected from a sample of private elementary school teachers in Kentucky (n=33) using a mixed methods design. Teachers completed an anonymous survey where SEL exposure was measured by the CASEL School-Based Staff Survey, and teacher behavior was measured by the Social Emotional Checklist of Early Care and Education Practice for Teachers (SEC-ECEP). Academic achievement was operationally measured by the number of students that were actively at or below 89% in various core subjects. Correlation analyses revealed largely nonsignificant relationships between SEL implementation and academic achievement. A significant negative correlation was identified between the “Building Positive Relationships” subscale of the SEC-ECEP and academic achievement in math (r = -0.488, p < .05) and science (r = -0.412, p < .05), suggesting that strong teacher-student relationships is linked to fewer students below an A average. Mediation analyses revealed no significant indirect relationship of SEL implementation on academic achievement through positive teacher behaviors. SEL implementation was largely not significantly associated with academic achievement in the sample of private elementary schools, which may be explained by variability in SEL implementation and reliance on informal strategies. There is a need for more structured SEL curricula, consistent implementation, and professional development in the private school setting.

Semester/Year of Award

Spring 2026

Mentor

Olivia Williams

Mentor Department Affiliation

Psychology

Access Options

Open Access Thesis

Document Type

Bachelor Thesis

Degree Name

Honors Scholars

Degree Level

Bachelors

Department

Psychology

IRB Approval Number (if applicable)

6909

Presentation

https://mymaileku-my.sharepoint.com/:p:/g/personal/abigail_wheatley8_mymail_eku_edu/IQAtiJR_xxI3QrwMubiZyE4hAXerMLAaIQeGEDjT4qQH1Rg?e=kxVYIo

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