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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 0000-0002-6656-8657), Nurten Karacan Ozdemir (ORCID 0000-0002-2909-6857)
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
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  Data: Need for Social Emotional Learning (SEL) Skills for Development of School Engagement: A Qualitative Study on the Turkish Context
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  Data: <searchLink fieldCode="AR" term="%22Dilara+Kina%22">Dilara Kina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6656-8657">0000-0002-6656-8657</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nurten+Karacan+Ozdemir%22">Nurten Karacan Ozdemir</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2909-6857">0000-0002-2909-6857</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education%22"><i>Journal of Education</i></searchLink>. 2026 206(1):84-97.
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  Data: 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
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  Data: Y
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Potential+Dropouts%22">Potential Dropouts</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Education%22">Parent Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Dropout+Prevention%22">Dropout Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 10.1177/00220574251349829
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  Data: 0022-0574
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: EJ1492028
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        Value: 10.1177/00220574251349829
    Languages:
      – Text: English
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      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Middle School Students
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Skill Development
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      – SubjectFull: Self Concept
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      – TitleFull: Need for Social Emotional Learning (SEL) Skills for Development of School Engagement: A Qualitative Study on the Turkish Context
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