The Intersection of Collaboration Spaces & Social Emotional Learning: Enhancing Student Engagement through Strategic Leadership
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| Title: | The Intersection of Collaboration Spaces & Social Emotional Learning: Enhancing Student Engagement through Strategic Leadership |
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| Language: | English |
| Authors: | Yanira Oliveras |
| Source: | International Journal of Educational Leadership Preparation. 2025 20(1):82-96. |
| Availability: | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Physical Environment, Educational Environment, Social Emotional Learning, Cooperation, Learner Engagement, Classroom Design, Middle School Teachers, Teacher Attitudes, Middle School Students, Student Attitudes, Socialization, Well Being, Inclusion |
| Geographic Terms: | Texas |
| ISSN: | 2155-9635 |
| Abstract: | This study synthesizes findings from two complementary qualitative research projects to explore how physical learning environments influence both instructional practices and student outcomes. The first study examined teachers' perspectives on the role of classroom design in implementing social and emotional learning (SEL), while the second investigated middle school students' experiences with collaboration spaces and their effects on engagement. Together, the findings emphasize the critical role of flexible, SEL-aligned environments in promoting student autonomy, emotional well-being, and academic engagement. Implications for school leaders highlight the need for intentional space design, strategic integration of SEL practices, and targeted professional development to foster inclusive, student-centered learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476615 |
| Database: | ERIC |
| Abstract: | This study synthesizes findings from two complementary qualitative research projects to explore how physical learning environments influence both instructional practices and student outcomes. The first study examined teachers' perspectives on the role of classroom design in implementing social and emotional learning (SEL), while the second investigated middle school students' experiences with collaboration spaces and their effects on engagement. Together, the findings emphasize the critical role of flexible, SEL-aligned environments in promoting student autonomy, emotional well-being, and academic engagement. Implications for school leaders highlight the need for intentional space design, strategic integration of SEL practices, and targeted professional development to foster inclusive, student-centered learning environments. |
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| ISSN: | 2155-9635 |
