Effectiveness of classroom interventions through Social and Emotional Learning (SEL) Programs
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Abstract
Emotional education can be understood as the educational response to social needs insufficiently addressed in the classroom. The teacher's priority is to implement Social and Emotional Learning (SEL) strategies in the classroom, which respond to stress, anxiety or depression suffered by students. This Master's thesis tests the use of SEL strategies by teachers. It also analyzes the frequency of the use of these strategies and the existing differences according to the educational area in which the teaching work is carried out, as well as the relationship between teacher training and classroom treatment. A quantitative questionnaire has been elaborated for teachers to find out their opinions. The analysis shows a higher percentage in the use of emotional strategies but a lack of teacher training to respond to the existing need and a difference according to the educational context.
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