Need for Social Emotional Learning (SEL) Skills for Development of School Engagement: A Qualitative Study on the Turkish Context
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| Title: | Need for Social Emotional Learning (SEL) Skills for Development of School Engagement: A Qualitative Study on the Turkish Context |
|---|---|
| Language: | English |
| Authors: | Dilara Kina (ORCID |
| Source: | Journal of Education. 2026 206(1):84-97. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Adult Education |
| Descriptors: | Middle School Teachers, Teacher Attitudes, Parent Attitudes, Middle School Students, Social Emotional Learning, Student Motivation, Learner Engagement, Potential Dropouts, Teacher Student Relationship, Parent Education, Parent Participation, Barriers, Dropout Prevention, Foreign Countries, Skill Development, Self Concept, Self Management, Interpersonal Competence, Decision Making, Social Behavior |
| Geographic Terms: | Turkey |
| DOI: | 10.1177/00220574251349829 |
| ISSN: | 0022-0574 |
| Abstract: | This study explores the perspectives of middle school educators and parents in a region with high dropout rates regarding school engagement and social-emotional learning (SEL) competencies. Using a phenomenological approach, data were collected from 16 teachers and 15 parents across three schools through six focus group discussions. Participants reported that low student awareness, lack of interest in lessons, and reluctance to attend school undermined engagement. In the academic context, they emphasized the importance of recognizing students' achievements and expanding teachers' authority to enhance engagement. Socially, strengthening teacher-student relationships, providing parent training, and fostering positive parental involvement were seen as critical. Notably, participants perceived that barriers to school engagement and challenges in SEL development--considered essential for fostering engagement--overlapped. Participants emphasized the need for initiatives that promote SEL skills, enhance engagement, and reduce dropout rates. They highlighted the importance of creating multifaceted learning environments that support SEL areas and involving a broader range of stakeholders in this process. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492028 |
| Database: | ERIC |
| Abstract: | This study explores the perspectives of middle school educators and parents in a region with high dropout rates regarding school engagement and social-emotional learning (SEL) competencies. Using a phenomenological approach, data were collected from 16 teachers and 15 parents across three schools through six focus group discussions. Participants reported that low student awareness, lack of interest in lessons, and reluctance to attend school undermined engagement. In the academic context, they emphasized the importance of recognizing students' achievements and expanding teachers' authority to enhance engagement. Socially, strengthening teacher-student relationships, providing parent training, and fostering positive parental involvement were seen as critical. Notably, participants perceived that barriers to school engagement and challenges in SEL development--considered essential for fostering engagement--overlapped. Participants emphasized the need for initiatives that promote SEL skills, enhance engagement, and reduce dropout rates. They highlighted the importance of creating multifaceted learning environments that support SEL areas and involving a broader range of stakeholders in this process. |
|---|---|
| ISSN: | 0022-0574 |
| DOI: | 10.1177/00220574251349829 |
