elementary school students research paper

Elementary Education Research Paper Topics

This comprehensive guide to elementary education research paper topics is designed to assist students and researchers in the field of education. The guide provides a wide array of topics divided into ten categories, each with ten unique topics, offering a diverse range of areas to explore in the field of elementary education. Additionally, the guide offers expert advice on how to choose a research topic and how to write an elementary education research paper. The final sections of the guide introduce iResearchNet’s professional writing services and encourage students to take advantage of these services for their research needs.

100 Elementary Education Research Paper Topics

Elementary education is a broad field with numerous areas to explore. Whether you’re interested in teaching methods, curriculum development, educational technology, or the social aspects of elementary education, there’s a research topic for you. Here, we present a comprehensive list of elementary education research paper topics, divided into ten categories. Each category contains ten unique topics, offering a diverse range of areas to explore in your research.

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1. Teaching Methods and Strategies

• The effectiveness of Montessori methods in elementary education.
• The role of play in learning in the early years.
• The impact of differentiated instruction on student achievement.
• The benefits and challenges of cooperative learning in the elementary classroom.
• The role of feedback in promoting student learning.
• The impact of teaching strategies on students’ motivation.
• The effectiveness of inquiry-based learning in science education.
• The role of storytelling in teaching literacy skills.
• The impact of technology on teaching and learning in the elementary classroom.
• The role of creativity in teaching and learning.

2. Curriculum and Instruction

• The impact of curriculum design on student learning.
• The role of interdisciplinary teaching in elementary education.
• The effectiveness of project-based learning in teaching science.
• The role of cultural relevance in curriculum design.
• The impact of standardized testing on curriculum and instruction.
• The role of critical thinking in the elementary curriculum.
• The effectiveness of integrating arts in the curriculum.
• The impact of curriculum alignment on student achievement.
• The role of experiential learning in the elementary curriculum.
• The challenges of teaching social studies in the elementary classroom.

3. Educational Technology

• The impact of digital technology on student learning.
• The role of educational games in teaching math.
• The effectiveness of using iPads in the classroom.
• The role of virtual reality in teaching science.
• The impact of technology on student engagement.
• The challenges of integrating technology in the classroom.
• The role of technology in promoting collaborative learning.
• The effectiveness of using technology in teaching reading skills.
• The impact of technology on teacher-student communication.
• The role of technology in personalized learning.

4. Social Aspects of Elementary Education

• The impact of classroom climate on student learning.
• The role of social-emotional learning in elementary education.
• The effectiveness of character education programs.
• The role of peer relationships in student learning.
• The impact of school culture on student achievement.
• The challenges of teaching diversity and inclusion in the elementary classroom.
• The role of student-teacher relationships in student learning.
• The effectiveness of anti-bullying programs in elementary schools.
• The impact of parental involvement on student achievement.
• The role of community partnerships in promoting student learning.

5. Special Education

• The effectiveness of inclusive education in the elementary classroom.
• The role of individualized education programs in supporting students with special needs.
• The impact of teacher training on the success of inclusive education.
• The challenges of teaching students with learning disabilities.
• The role of assistive technology in supporting students with special needs.
• The effectiveness of earlyintervention programs for students with special needs.
• The impact of classroom accommodations on the academic success of students with special needs.
• The role of collaboration between general and special education teachers.
• The effectiveness of behavior management strategies for students with emotional and behavioral disorders.
• The impact of special education policies on student outcomes.

6. Early Childhood Education

• The impact of early childhood education on academic success.
• The role of play in early childhood education.
• The effectiveness of early literacy programs.
• The role of parental involvement in early childhood education.
• The impact of early childhood education on social skills development.
• The challenges of teaching math in early childhood education.
• The role of creativity in early childhood education.
• The effectiveness of early intervention programs.
• The impact of early childhood education on cognitive development.
• The role of teacher-child relationships in early childhood education.

7. Educational Policies and Reforms

• The impact of No Child Left Behind on elementary education.
• The role of Common Core State Standards in curriculum development.
• The effectiveness of school choice policies.
• The role of educational policies in promoting equity in education.
• The impact of teacher evaluation policies on teaching and learning.
• The challenges of implementing educational reforms in elementary schools.
• The role of educational policies in promoting teacher quality.
• The effectiveness of policies aimed at reducing the achievement gap.
• The impact of educational funding policies on student achievement.
• The role of educational policies in promoting parental involvement.

8. Teacher Education and Professional Development

• The impact of teacher education programs on teacher effectiveness.
• The role of ongoing professional development in promoting teacher quality.
• The effectiveness of mentorship programs for novice teachers.
• The role of reflective practice in teacher professional development.
• The impact of teacher beliefs on teaching practices.
• The challenges of teaching in high-needs schools.
• The role of teacher collaboration in professional development.
• The effectiveness of teacher induction programs.
• The impact of teacher leadership on school improvement.
• The role of teacher autonomy in promoting job satisfaction.

9. Classroom Management

• The impact of classroom management strategies on student behavior.
• The role of positive reinforcement in promoting appropriate behavior.
• The effectiveness of classroom rules and procedures.
• The role of teacher-student relationships in classroom management.
• The impact of classroom environment on student learning.
• The challenges of managing disruptive behavior.
• The role of behavior management strategies in promoting a positive classroom climate.
• The effectiveness of conflict resolution strategies in the classroom.
• The impact of classroom management on student engagement.
• The role of classroom routines in promoting student responsibility.

10. Assessment and Evaluation

• The impact of formative assessment on student learning.
• The role of feedback in student assessment.
• The effectiveness of performance-based assessment.
• The role of self-assessment in promoting student learning.
• The impact of standardized testing on teaching and learning.
• The challenges of assessing student learning in diverse classrooms.
• The role of assessment in curriculum planning.
• The effectiveness of portfolio assessment.
• The impact of grading policies on student motivation.
• The role of assessment in identifying students at risk of academic failure.

This comprehensive list of elementary education research paper topics provides a wide range of areas to explore. Whether you’re interested in teaching methods, curriculum development, educational technology, or the social aspects of elementary education, there’s a research topic for you. Remember, the best research topic is one that you’re genuinely interested in and passionate about.

Elementary Education Research Guide

Elementary education, also known as primary education, is a crucial stage in the educational journey of a child. It is during these formative years that children acquire foundational skills in areas such as reading, writing, mathematics, science, and social studies. Additionally, they develop critical thinking skills, creativity, and social competencies that are essential for their overall growth and development.

Elementary education serves as the building block for all future learning. The experiences and knowledge gained during these years can significantly influence a child’s attitude towards learning, their academic success, and their lifelong learning habits. Therefore, it is essential to ensure that children receive quality education during these years.

Research in elementary education is of paramount importance. It helps educators, policymakers, and stakeholders understand the best practices, methodologies, and strategies to enhance learning outcomes in primary education. It also provides insights into the challenges faced in elementary education and how to address them effectively.

Elementary education research paper topics can span a wide range of areas, including teaching methods, learning styles, the impact of technology on learning, educational policies, classroom management, and many more. Choosing a research topic in this field requires careful consideration of various factors, including your interests, the relevance of the topic, and the availability of resources.

In the following sections, we provide a comprehensive list of elementary education research paper topics, expert advice on choosing a topic and writing a research paper, and information about iResearchNet’s professional writing services. Whether you are a student embarking on your first research project or a seasoned researcher looking for new areas to explore, this guide is designed to assist you in your research journey.

Choosing Elementary Education Research Paper Topics

Choosing a research topic is a critical step in the research process. The topic you select will guide your study, influence the complexity and relevance of your work, and determine how engaged you are throughout the process. In the field of elementary education, there are numerous intriguing topics that can be explored. Here are some expert tips to assist you in this process:

• Understanding Your Interests: The first step in choosing a research topic is to understand your interests. What areas of elementary education fascinate you the most? Are you interested in how teaching methods influence student learning, or are you more intrigued by the role of technology in the classroom? Reflecting on these questions can help you narrow down your options and choose a topic that truly engages you. Remember, research is a time-consuming process, and your interest in the topic will keep you motivated.
• Evaluating the Scope of the Topic: Once you have identified your areas of interest, the next step is to evaluate the scope of potential elementary education research paper topics. A good research topic should be neither too broad nor too narrow. If it’s too broad, you may struggle to cover all aspects of the topic effectively. If it’s too narrow, you may have difficulty finding enough information to support your research. Try to choose a topic that is specific enough to be manageable but broad enough to have sufficient resources.
• Assessing Available Resources and Data: Before finalizing a topic, it’s important to assess the available resources and data. Are there enough academic sources, such as books, journal articles, and reports, that you can use for your research? Is there accessible data that you can analyze if your research requires it? A preliminary review of literature and data can save you from choosing a topic with limited resources.
• Considering the Relevance and Applicability of the Topic: Another important factor to consider is the relevance and applicability of the topic. Is the topic relevant to current issues in elementary education? Can the findings of your research be applied in real-world settings? Choosing a relevant and applicable topic can increase the impact of your research and make it more interesting for your audience.
• Seeking Advice: Don’t hesitate to seek advice from your professors, peers, or other experts in the field. They can provide valuable insights, suggest resources, and help you refine your topic. Discussing your ideas with others can also help you see different perspectives and identify potential issues that you may not have considered.
• Flexibility: Finally, be flexible. Research is a dynamic process, and it’s okay to modify your topic as you delve deeper into your study. You may discover new aspects of the topic that are more interesting or find that some aspects are too challenging to explore due to constraints. Being flexible allows you to adapt your research to these changes and ensure that your study is both feasible and engaging.

Remember, choosing a research topic is not a decision to be taken lightly. It requires careful consideration and planning. However, with these expert tips, you can navigate this process more effectively and choose an elementary education research paper topic that not only meets your academic requirements but also fuels your passion for learning.

How to Write an Elementary Education Research Paper

Writing a research paper is a significant academic task that requires careful planning, thorough research, and meticulous writing. In the field of elementary education, this process can be particularly challenging due to the complexity and diversity of the field. However, with the right approach and strategies, you can write a compelling and insightful research paper. Here are some expert tips to guide you through this process:

• Understanding the Structure of a Research Paper: A typical research paper includes an introduction, literature review, methodology, results, discussion, and conclusion. The introduction presents your research question and its significance. The literature review provides an overview of existing research related to your topic. The methodology explains how you conducted your research. The results section presents your findings, and the discussion interprets these findings in the context of your research question. Finally, the conclusion summarizes your research and suggests areas for future research.
• Developing a Strong Thesis Statement: Your thesis statement is the central argument of your research paper. It should be clear, concise, and debatable. A strong thesis statement guides your research and helps your readers understand the purpose of your paper.
• Conducting Thorough Research: Before you start writing, conduct a thorough review of the literature related to your topic. This will help you understand the current state of research in your area, identify gaps in the literature, and position your research within this context. Use academic databases to find relevant books, journal articles, and other resources. Remember to evaluate the credibility of your sources and take detailed notes to help you when writing.
• Writing and Revising Drafts: Start writing your research paper by creating an outline based on the structure of a research paper. This will help you organize your thoughts and ensure that you cover all necessary sections. Write a first draft without worrying too much about perfection. Focus on getting your ideas down first. Then, revise your draft to improve clarity, coherence, and argumentation. Make sure each paragraph has a clear topic sentence and supports your thesis statement.
• Proper Citation and Avoiding Plagiarism: Always cite your sources properly to give credit to the authors whose work you are building upon and to avoid plagiarism. Familiarize yourself with the citation style required by your institution or discipline, such as APA, MLA, Chicago/Turabian, or Harvard. There are many citation tools available online that can help you with this.
• Seeking Feedback: Don’t hesitate to seek feedback on your drafts from your professors, peers, or writing centers at your institution. They can provide valuable insights and help you improve your paper.
• Proofreading: Finally, proofread your paper to check for any grammatical errors, typos, or inconsistencies in formatting. A well-written, error-free paper makes a good impression on your readers and enhances the credibility of your research.
• Incorporating Elementary Education Concepts: When writing an elementary education research paper, it’s crucial to accurately incorporate elementary education concepts. Make sure you understand these concepts thoroughly and can explain them clearly in your paper. Use examples where appropriate to illustrate these concepts.
• Analyzing and Interpreting Data: If your research involves data analysis, be sure to explain your analysis process and interpret the results in a way that is understandable to your readers. Discuss the implications of your findings for the broader field of elementary education.
• Discussing Real-World Applications: Elementary education is a practical field with many real-world applications. Discuss how your research relates to these applications. This can make your research more interesting and relevant to your readers.

Remember, writing a research paper is a process that requires time, effort, and patience. Don’t rush through it.Take the time to plan your research, conduct thorough research, write carefully, and revise your work. With these expert tips, you can write an elementary education research paper that is insightful, well-structured, and contributes to the field of elementary education.

Custom Research Paper Writing Services

Writing a research paper is a significant undertaking that requires a deep understanding of the topic, strong writing skills, and the ability to conduct thorough research. At iResearchNet, we understand the challenges that students face when writing a research paper, and we are here to help. We offer a range of professional writing services designed to support students in their academic journey.

• Expert Degree-Holding Writers: Our team of writers are not just experts in their respective fields, but they also hold advanced degrees. They understand the intricacies of academic writing and are adept at writing research papers in various fields, including education.
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• In-Depth Research: A good research paper is underpinned by thorough research. Our writers conduct in-depth research using reliable and relevant sources to ensure that your paper is informative and credible.
• Custom Formatting: Formatting is an essential aspect of academic writing. Our writers are familiar with various formatting styles, including APA, MLA, Chicago/Turabian, and Harvard, and can format your paper according to your preferred style.
• Top Quality: We are committed to delivering top-quality research papers. Our writers adhere to high writing standards, and our quality assurance team reviews each paper to ensure it meets these standards.
• Customized Solutions: We understand that every student has unique needs. Whether you need a research paper on a complex topic in elementary education, assistance with a specific section of your paper, or editing and proofreading services, we can provide a solution that fits your needs.
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Step-by-Step Explanation of How to Write a Research Paper for Elementary Students

A research paper at the elementary school level meets many of the writing standards of the National Council of Teachers of English. A research paper allows students to read both print and nonprint texts, fiction and nonfiction, classic and contemporary works. Students are also asked to comprehend, interpret, evaluate and appreciate resources. In the process of writing the paper itself, students utilize language structure and language conventions along with figurative language and media analysis skills. The goal of the research paper at the elementary level is to give students the opportunity to learn more about a topic that interests them through a step-by-step writing process.

Writing the Elementary School Research Paper

Create a list of several topics of interest for the paper. List subtopics for each of the topics. Choose the topic that has the most available resources and is most interesting.

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Choose reference materials from source materials: magazines, encyclopedias, reference books, nonfiction books, newspaper articles and interviews. List these sources on a sheet of paper to use for the bibliography.

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Evaluate the list of sources. Determine whether each source is relevant to the topic. Determine whether each source has been evaluated by another agency. Determine whether the author is credible.

Take notes from each resource on a separate sheet of paper or index cards. Use the notes to create an outline of information to share in the research paper. Include topics and ideas for each section of the research paper in the outline.

Highlight notes and sections of the outline that support the overall idea, or argument, of the research paper. Decide upon a good opening sentence or paragraph and concluding sentence or paragraph for the research paper. Write a draft including details, complete ideas and information for each point in the outline.

Edit the written draft. Check for correct capitalization, punctuation, spelling and complete sentences.

Organize the research paper to include a title page, written report and bibliography of sources used.

• Scholastic.com: Writing Workshop: Research Paper
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• Try to keep the topic of the research paper as narrow as possible.
• Write down all of the information needed for the bibliography during the research period.
• Be aware of plagiarism rules and avoid copying sentences from references directly.

Based in Los Angeles, Jana Sosnowski holds Master of Science in educational psychology and instructional technology, She has spent the past 11 years in education, primarily in the secondary classroom teaching English and journalism. Sosnowski has also worked as a curriculum writer for a math remediation program. She earned a Bachelor of Arts in print journalism from the University of Southern California.

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Improvement of Attention in Elementary School Students through Fixation Focus Training Activity

Yi-jung lai.

1 Department of Early Childhood Educare, Wu Feng University, Chiayi 62153, Taiwan; wt.ude.ufw@ialry

Kang-Ming Chang

2 Department of Photonics and Communication Engineering, Asia University, Taichung 41354, Taiwan

3 Department of Medical Research, China Medical University Hospital, China Medical University, Taichung 40402, Taiwan

The attentional problems of school children are a crucial topic due to abundant information in this digital era. There are five attention dimensions for children: focused attention, sustained attention, selective attention, alternating attention, and divided attention. Focused training is a traditional method of improving attention ability. Subjects are required to focus on a fixed point for an extensive period without blinking and to perceive small objects as large. This study investigates which types of attention indicators are influenced by focus training. Eighty-two grade five and six elementary school students (45 experiment group, 37 control group) were involved. The experiment group underwent focus training for 12 weeks. The training was conducted once per week, and the Attention Scales for Elementary School Children were used before and after the training to examine the children’s attention. The percentile rank scores of five attention dimensions and the total attention scale were evaluated. The results gave difference data, defined as post-test results minus the pretest results, where significant differences occurred for the total scale ( p < 0.05), focused attention ( p < 0.05), and selective attention ( p < 0.01). Participants also noted that the training helped them improve concentration during school lessons (54.15%), fall asleep (29.1%), and relax the body (8.4%).

1. Introduction

Amid the current rapid circulation of information and the proliferation of digital products, information sources available to students are more abundant than ever, and this reduces the attractiveness of conventional learning. In classroom learning and afterschool reading, the performance of school-age children has worsened. Parents often attribute this to reduced attention. Therefore, the attentional problems of school children are a crucial topic. Theories and opinions have been developed in academia regarding attention in school-age children. Among these theories, the “clinical model of attention” proposed by [ 1 ] divides attention into five dimensions:

• (1) Focused attention refers to an individual’s ability to directly respond to specific visual, auditory, or tactile stimuli. Sohlberg and Mateer asserted that focused attention impairment typically occurs in the early stages of recuperation from a coma for patients who sustained brain injury and that focused attention is often the earliest recovered attentional function for such patients.
• (2) Sustained attention is the ability to maintain consistent behavioral responses during continuous or repetitive activities. Individuals who experience impairment in this attentional dimension can only focus transiently on a task or maintain a response for several seconds or minutes. They may also exhibit dramatic fluctuation in sustained attention over a short period of time.
• (3) Selective attention is an individual’s ability to maintain a behavior or cognitive set when faced with distractions or competing stimuli. Patients deficient in this attentional component can be easily distracted by stimuli that are irrelevant to their original task. These irrelevant stimuli generally include various types of external distractions (stimuli from the external environment such as scenery, sounds, or activity) or internal distractions (an individual’s internal worries, thoughts, or contemplations of personal importance to the individual). Clinically, patients with selective attention deficiency often cannot undergo therapy in a place with other stimuli present.
• (4) Alternating attention is an individual’s ability to change the focus of attention and the mental flexibility to shift between tasks with different cognitive requirements. Patients with alternating attention deficiency have difficulty changing from a familiar stimulus–response model. They often require extra prompts to cope with changes of task. This attentional dimension is critical for students, such as when shifting between listening to lectures and writing notes. The cognitive requirements for the two tasks are different. Therefore, students must rely on their mental flexibility to effectively alternate their attention.
• (5) Divided attention is an individual’s ability to simultaneously respond to multiple tasks. Individuals engaged in divided attention handle tasks simultaneously across multiple stimuli (e.g., listening to the radio while driving or talking to others while preparing a meal). Under these circumstances, the individual must execute alternating attention rapidly and continuously or rely on subconscious automated procedures to manage one of multiple tasks.

The main methods available for measuring attention include using relevant instruments [ 2 , 3 ] and using questionnaires [ 4 ]. To measure the attention of elementary school children in Taiwan, Taiwanese researchers designed the Attention Scales for Elementary School Children, which form the only standardized rating scale with local (Taiwanese students) norm data. The scored norms of the scale were established by grade level. The established norms include the dimensional score and percentile rank of the five attentional dimension subscales and the attention index norms and percentile rank norms of the total scale. As well as the reliability and validity data from the Attention Scales for Elementary School Children, additional data were collected using the Wechsler Intelligence Scale for Children, Third Edition, Freedom from Distractibility Index and the multi-dimension attention test to verify the criterion-related validity of the scale. The reliability and validation of the scales used is listed in Appendix A . The Attention Scales for Elementary School Children form a multidimensional attention measurement scale that links attention theories with attention training programs. In addition to providing references for teachers and medical personnel to objectively screen elementary school students for attention deficits, the testing results obtained using the Attention Scales for Elementary School Children can help medical personnel clarify the direction of subsequent focus training and ameliorate attentional problems in students. Respondents have 30 min to complete this scale, which is divided into ten subtests, and every two subtests correspond to an attention indicator. A briefing is usually provided to the respondents for 10 min before filling out the scale. Currently, this scale is used extensively to measure the attention of elementary school students in Taiwan [ 5 ].

The Attention Scales for Elementary School Children facilitate the use of numerous focus training methods for systematic evaluation. Some common pediatric focus training methods include gaming (e.g., table games), solving maze puzzles, engaging in hands-on creation (e.g., playing with blocks, cooking, and playing with clay), and participating in sports activities (e.g., archery and rope skipping) [ 6 , 7 ]. Meditation and mindfulness meditation are focus training methods that have been popular in recent years [ 8 , 9 , 10 ]. External focus training has been used since ancient times. With this training method, concentration power and willpower are enhanced by focusing on a fixed point for an extended period of time. This method was also described in an article entitled Ji Chang Learning Archery within the Tangwen chapter of the ancient Chinese book Liezi . Two emphases of the training were described in the article: focusing on a fixed point for an extensive period without blinking and perceiving small objects as large. The field of vision should only contain the item focused on [ 11 ]. Training methods to improve students’ attention include computer games [ 12 ], neurofeedback [ 13 , 14 , 15 ], virtual and augmented reality [ 16 , 17 ], music [ 18 ], and meditation [ 19 ]. Table 1 provides details of these methods. As shown in the table, training methods have involved guiding students to immerse themselves in activities or design tools, such as games. Each method focused on one specific attention index. However, with the exception of meditation, all methods involved focus on objects outside one’s own body rather than on oneself. Attention must be coordinated with changes in one’s own behaviors, such as conscious activities. Subconscious activities, such as reflexes and autonomic nerve-regulated activities, also affect attention. There are two ways to improve the attention index: one is by external behavior training, such as games or task operation; the other is by focus and the improvement of internal mental energy, such as by meditation. This model is shown in Figure 1 . Which attention index will be reflected by internal focus training? Will all metrics improve? To investigate these issues, this study focused on the discussion of the following questions:

• Q1: Can the attention indices of elementary school students be improved through attention training?
• Q2: Is the ancient Chinese attention training approach, which focuses on changes to the inner state of mind, truly effective for improving the attention of elementary students? If yes, which attention indices are improved?

Attention training model.

Summary of related studies.

N.A., not available; ADHD, attention deficit hyperactivity disorder.

In the experiment, a training model recorded in ancient Chinese literature was employed to train elementary students, and the changes in the attention indices were recorded.

The focus training method in the current study is similar to the aforementioned methods. The participants must undergo one training session per week for 12 weeks, and each training session spans approximately 1 h. During the training, participants focus their vision on a fixed point, such as the heart, palm of the hand, or fingertips. Several examples of the training activity are illustrated in Figure 2 . Before this study, the distribution norms of adults’ external focus index were already established by using eye trackers to record the pupil focus trajectory of many adults [ 11 ]. During measurement, the participants only needed to fixate on the screen for 1 min and were instructed to fixate on the internal area of a circle. In addition, the participants were not in contact with any device or equipment. The current study examined the effect of focus training on the attention of elementary school students by administering the Attention Scales for Elementary School Children. In addition, we identified and examined the types of attention indicators that were influenced by focus training.

Illustration of dynamic focus training actions.

2. Materials and Methods

2.1. subject information.

A pretest–post-test research design was employed. All participants were from the same elementary school. After consent was obtained from the school authority, explanations of the experiment were distributed to fifth- and sixth-grade students, who relayed these to their parents. The students joined either the experimental or control group or declined to participate in the experiment subject to their parents’ approval and their own free will. None of the teachers intervened in the explanations or encouraged or prevented the students’ participation. All decisions regarding participation in the experiments were made by students and their parents. The participants were divided into experimental and control groups. After the participants were briefed on the experiment details, they were asked to fill out the participant and parental consent forms before the experiment began. The scale was administered to participants of the same grade level in groups. All participants were from the same elementary schools. Table 2 presents the participant information.

Subject information.

2.2. Experiment Design and Focus Training

The participants in the experimental and control groups were tested together in batches according to their free time. In addition to demographic data, other data were collected from responses to the Attention Scales for Elementary School Children and participants’ performance in focusing on the eye-tracking device for 1 min. The eye-tracking results were analyzed and discussed separately from the data collected from the scale. Subsequently, the experimental group underwent focus training for 12 weeks. The training was conducted once per week, and each training session spanned approximately 60 min. Two weeks after the experiment was completed, the Attention Scales for Elementary School Children was administered in groups to obtain the post-test results. The procedures of the focus training are described as follows:

• Step 1. Sit still for approximately 3 min and wait for all students to arrive.
• Step 2. Before the activity commences, remind participants to fixate on a specific point (or figure) on the wall in front of them.
• Action 1: Throw both hands backwards while standing on the toes and slightly tilt the head backwards. Keep attention on the heart.
• Action 2: Kick two legs forward in alternation and maintain balance in the upper body while keeping it still. Keep attention on the waist.
• Action 3: Bend the knees slightly and shake the whole body. Keep attention on the abdomen near the umbilicus.
• Action 4: Keep the body straight and squat slightly. The hands should be kept on both sides of the body, and the palms should be pressed down while parallel to the ground. Keep attention on the knees.
• Action 5: Stretch the hands upward vertically and stretch the whole body. The palms should be stretched upward while parallel to the sky. Keep attention on the face.
• Action 6: Stretch the hands upward diagonally in a relaxed manner. The two arms should form an approximately 60° angle. Keep attention on the lower heart.
• Action 7: Clasp hands together, put them in front of the chest, and squat deeply. Keep attention on the lower abdomen.
• Action 8: Walk on the tiptoes without bending the knees. Keep attention on the spine.
• Action 9: Tap the back of the head using the fingers while clenching the teeth. Keep attention on the middle of the head.
• Action 10: Slap the abdomen using both hands alternatively. Keep attention on the digestive system.
• Step 4. After the dynamic training is completed, perform static focus training (approximately 10–15 min). Invite the students to sit down cross-legged. Their hands should be placed on their knees, their back should be straight, and their eyes should be shut lightly. First, invite the students to breathe naturally. After the students’ breathing is stabilized, request that the students focus their attention on different body parts according to the teacher’s instruction. The sequence of focus is the heart, stomach, perineum, caudal vertebrae, lumbar vertebrae, cervical vertebrae, vertex, between the eyes, and the throat. After the students are led through the focus training procedures a few times, they are given the chance to focus on body parts on their own according to this sequence.
• Step 5. Conduct an experience-sharing and combined discussion session.

Some of the actions are illustrated in Figure 2 .

2.3. Parameter Extraction from the Attention Scales for Elementary School Children

The raw scores for the five attention categories calculated using the questionnaire were converted into normative data and ultimately converted into grade-equivalent percentile rank scores. High percentile ranks indicated a high level of attention. The same weightage was assigned to the percentile rank scores of the five attention subscales, and the percentile rank of the total scale could be obtained by adding these together. Therefore, six types of percentile rank parameters were obtained in this study: total scale, focused attention, sustained attention, selective attention, alternating attention, and divided attention. After the post-test was completed for the experimental group, those participants were asked to provide their subjective effectiveness feedback regarding the focus training. The feedback data were organized and classified using keywords. A flowchart of the experiment is shown in Figure 3 .

Experiment flowchart.

2.4. Statistics

Statistics on the pretest, post-test, and pretest–post-test difference (i.e., post-test minus pretest) are presented as mean and standard deviation. Two types of statistical tests were conducted:

• (a) The paired sample t -test compared within-group differences between the pretest and post-test results of the experimental and control groups.
• (b) The t -test analyzed differences between the experimental and control groups. Three sets of data were analyzed: pretest, post-test, and the post-test–pretest difference.

In addition, experiential feedback from the participants regarding the training course was organized and is displayed using keywords and percentages.

These experimental procedures were reviewed and approved by the Institutional Review Board of China Medical University (Institutional Review Board number: CRREC-107-051)

The results of the Attention Scales for Elementary School Children questionnaire are displayed in Table 3 . The results of P2 indicate that the experimental and control groups differed nonsignificantly in questionnaire scores during the pretest, which indicated that the attention distribution of the experimental and control groups before training was similar. For the total scale, the mean pretest percentile rank of the experimental group was 46.07, whereas the mean pretest percentile rank of the control group was 51.21. The mean pretest percentile rank for both groups was located near the midpoint (i.e., 50 points) of the total normative scores. Therefore, the participants for this study were well chosen. The lack of extremely high or low attention scores indicated that the chosen sample was representative of students of the same age.

Questionnaire results. The percentile rank data are represented as mean, SD (in parentheses), maximum (in bold parentheses, []) and minimum percentile rank (in angle brackets, <>).

P1a and P1b are paired t -test results for the experimental and control groups. P2, P3, and P4 are the statistical testing results between the pretest, post-test, and pretest–post-test results from the experimental and control groups. DIFF—Each participant’s post-test results minus the pretest results. * p < 0.05, ** p < 0.01, *** p < 0.001.

The P1a and P1b data reveal that nearly all attention indicator scores were higher in the post-test than in the pretest, and that this was true for both groups. To understand if the focus training conducted resulted in significant changes in the experimental group, the DIFF value was defined as each participant’s post-test results minus the pretest results. The P4 results indicated that when testing the DIFF, significant differences occurred for the total scale, focused attention, and selective attention. For the total scale, the mean DIFF value of the experimental group was 27.20, and this was the attention parameter category in which the experimental group exhibited the greatest increase. However, the mean total scale DIFF of the control group was 18.92, and the mean sustained attention DIFF of the control group was 27.79. This was the category in which the control group exhibited the greatest increase. For the focused attention items, the mean DIFF of the experimental group was 18.07, whereas that of the control group was 5.24. The change in the scores for the experimental group was significantly greater than that of the control group. For the selective attention items, the mean DIFF of the experimental group was 20.38, and that of the control group was 8.32, and the difference was statistically significant (t = 2.473, p < 0.01). Selective attention is the indicator with the most prominent significant difference between the experimental and control groups.

The subjective feedback of the experimental group was divided into five categories. The students noted that they experienced improved concentration during school lessons, fell asleep faster at night, felt more relaxed, and experienced less stress, and some even experienced alleviated chest pain following the training. The ratio of each experience is presented in Table 4 . Improved concentration during school lessons was the most frequent feeling experienced by the participants, followed by falling asleep faster at night.

Experiences and statistics from training course.

Data were obtained from subject feedback from the experimental group after the post-test. The subjects were asked to express their experience and their changes due to the focus training course. The feedback data were organized and classified using keywords.

4. Discussion

This study employed a focus training program, in which participants focused on a fixed point for an extended period. Both dynamic and static focus training sessions were provided, which required the participants to focus their attention. The statistical test results regarding pretest–post-test differences indicated that focused attention and selective attention in the experimental group improved significantly. This finding was consistent with the objectives of the training methods used in this study.

Focused attention is an individual’s ability to directly respond to specific visual, auditory, or tactile stimuli.

Selective attention is an individual’s ability to maintain behavior or cognition when faced with distractors or competing stimuli.

These two attentional components related to the focus training methods used in this study. The participants were required to maintain their focus on a fixed point on their body for a short time. The participants needed to eliminate other distractors, regardless of whether they were performing dynamic focus training or static focus training, and this is selective attention. Focused attention is the fundamental ability to respond to stimuli. Thus, the focus training method designed in this experiment could effectively improve the focused attention and selective attention of the students, and this was reflected by the total scale. Other research has indicated that selective attention involves a selection process that allows individuals to select and ignore irrelevant stimuli from their environment [ 20 ]. In the current age of information saturation, humans face a tremendous amount of information daily. Therefore, how the human brain makes decisions is a key topic. Selective attention helps determine the level of importance of external stimuli. Thus, stimuli of little importance can be deleted before the brain further processes them. Selecting stimuli from an extremely complex and ever-changing environment laden with multiple emotions is influenced by many factors. As well as the physical characteristics of the stimuli, factors such as humans’ personal interests, motivations, and cognitive strategies for receiving stimuli affect the attentional selection process [ 21 ]. Since selective attention involves filtering external information, it is crucial for human learning and development. The focus training method used in the current study could improve focused attention and selective attention in normally developing elementary students, and this can contribute positively to the learning and development of elementary students.

As shown in Figure 1 , there are two major attention training models: external stimulation using interesting games [ 12 , 14 , 16 , 17 ], and the use of biofeedback to enhance the effectiveness of concentration exercises [ 13 , 14 ]. On the other hand, the most relevant research for this focused training is mindfulness meditation training [ 8 , 9 , 10 , 19 ]. This study belongs to the mode of internal observation. This training method is similar to the mindfulness meditation method. In Kabat-Zinn’s study, mindfulness meditation was described as a process of attending experiences of the present moment with an open, accepting, and non-judgmental attitude [ 22 ]. The focus training method used in this study was derived from an ancient Chinese book, and is widely used by modern Heart Chan meditation practitioners. The training method they use cultivates internal mental energy. Practitioners feel both mental and physical improvement.

In addition to examining the influence of the focus training intervention on the attention indicators of elementary school students (by using the Attention Scales for Elementary School Children), sorting subjective feedback from the participants revealed an interesting phenomenon: focus training appeared to improve physical and mental health. Feedback provided by the students revealed that after training sessions, the students could fall asleep more easily at night, felt relaxed, and felt less stressed. These indicated emotional improvement and an autonomic nervous regulation effect of the focus training. Some other studies have obtained similar results. An earlier study by [ 23 ] revealed that participants’ heart rate decreased after meditation, which was also found to enhance heart rate variability. Meditation has also been found to improve sleep [ 24 ] and can regulate emotions [ 25 ]. The static component of the focus training method of the current study was partially similar to meditation. Therefore, future research can examine if focus training improves the emotions and sleep of elementary school students. Both groups exhibited improvement in their post-test scores compared with their pretest scores. As indicated in Appendix A , the retest reliability of the survey is around 0.71–0.91, with a retest interval of four weeks. This shows that the results of the tests before and after the questionnaire are highly reliable. Therefore, this phenomenon should be related to changes in the subject.

This was possibly because before the post-test, the participants already understood the questionnaire content due to the pretest; therefore, filling in the questionnaire responses was easy, which ultimately resulted in higher scores.

In this study, we preliminarily explored the effect of focus training on elementary school students’ attention indicators. The participants corresponded to the general norm, and patients with special conditions were not considered. Future studies can include participants in different conditions (e.g., participants with insomnia, learning disabilities, and mood disorders) in their examinations. In addition, the results of this study indicate that focus training is related to selective attention, which is related to working memory [ 26 ]. Future studies can observe students’ working memory before and after focus training. In addition, selective attention is related to the recent perceptual load theory. Research has indicated that, regardless of whether the subject is an adult or child, the timing of selection is influenced by the level of a task’s perceptual load. The level of perceptual load depends on the difficulty of executing a task. When executing a complex task with a high difficulty, the perceptual load sustained by the human body rises and vice versa [ 27 ]. Whether focus training improves tasks’ perceptual loads merits exploration. Focused attention may relate to the human brain [ 28 , 29 ]. By using neuroscience equipment such as electroencephalography or functional magnetic resonance imaging, future research can examine changes in brainwave signals under the influence of ongoing focus training, which may be beneficial for emotional regulation and sleep. Focus training performance in students with mood disorders and changes in students’ sleeping patterns in the early, middle, and late stages of training would be interesting research directions in the near future. In addition to elementary students, high school and university students should be included in this model for further analysis of its effects on students in various academic phases.

This study has numerous key implications for clinical and health practices. The attention training model employed in this study has been confirmed to be stable; teachers can apply this model in all elementary school grades after receiving relevant training in teaching techniques. Moreover, no special teaching facilities or tools were required at the site of the training, and each activity required only 40–50 min. This training method is applicable for flexible courses or for morning time in elementary schools. The training model also involves meditation, which calms and relaxes students, effectively improving their selective attention and enhancing their learning capacity.

Some details should be noted in the experiment. The experiment should be conducted in a classroom where people can sit on the floor, eliminating the need for tables and chairs and reducing noise that interrupts the class. The experiment should also ideally be conducted during the morning before formal classes, preventing interference in formal classes as well as enhancing effectiveness. The experiment requires a teacher qualified in the training of students’ attention as well as a teaching assistant. The teacher should also be equipped with a microphone and speakers with clear sound quality. Furthermore, support from the administrative branch enables the effective execution of the training course during the semester; this facilitates consistent practice among students, which is a primary factor in the success of attention training.

This experiment was subject to limitations. Students’ attention had to be elicited at the beginning of the experiment. After the first few weeks of consistent practice, students should experience benefits from their training and subsequently be able to practice independently. This requires a qualified teacher. The training teacher in this study was the principal author of this study, who has interacted with students for a long time and is familiar with their personalities. The author also has several years of experience in attention training and is familiar with the physical and psychological improvements resulting from training. Furthermore, prior to the present study, the author was involved in many cases of elementary school student attention training. The greatest limitation of this study was the challenge of training a teacher to lead attention training. Future studies should investigate the number of hours required to train elementary school teachers as qualified attention training facilitators as well as the appropriate training course contents. Although the attention index scale applied in this study was suitable for elementary students in Taiwan, it is not an internationally accepted scale. Future studies should adopt various other questionnaires or instruments for the measurement of changes in students’ attention.

5. Conclusions

In this study, the Attention Scales for Elementary School Children were used to measure changes in elementary school students before and after 12-week focus training activities. The results revealed that the experimental group exhibited more favorable performance in all three examined indicators, namely focused attention, selective attention, and the total scale. Participants who underwent training also noted that the training helped them fall asleep and relax the body.

Acknowledgments

Special thanks for the help of Shakyamuni Buddhist Foundation, Chiayi section, Taiwan.

Internal consistency of the test scores (α): 0.77–0.83; internal consistency of the subscales: 0.73–0.92; retest reliability (retest interval of four weeks): 0.71–0.91; subtest internal correlation: 0.31–0.94; subscale internal correlation: 0.39–0.80; correlation with the multidimensional attention test: 0.65; correlation with the attention indices in the Wechsler Intelligence Scale for Children, third edition: 0.53; correlation with academic grades: 0.34–0.64.

Author Contributions

Conceptualization, Y.-J.L. and K.-M.C.; methodology, K.-M.C.; software, K.-M.C.; investigation, Y.-J.L. and K.-M.C.; resources, Y.-J.L. and K.-M.C.; data curation, Y.-J.L. and K.-M.C.; writing—original draft preparation, Y.-J.L. and K.-M.C.; writing—review and editing, K.-M.C.; visualization, Y.-J.L.; supervision, Y.-J.L.; project administration, Y.-J.L. All authors have read and agree to the published version of the manuscript.

This research received no external funding.

Conflicts of Interest

The authors declare no conflict of interest.

Step-by-Step Explanation of How to Write a Research Paper for Elementary Students

Sarah pickard.

Learning the basics of writing a research paper during elementary school will help students develop strong writing and research skills. Elementary level research papers can differ from those of high school or college levels in that the information presented is usually more general and the paper is shorter. The writing style may not be as strict for elementary students, but the concepts are just as important.

Explore this article

• Create a title for your paper
• Create an outline for your paper
• Gather your information
• Write the introduction to your paper
• Create the sub-topics or body
• Write two or three paragraphs or for each sub-topic
• Write a conclusion
• Create the bibliography
• Review the paper for any writing errors

1 Create a title for your paper

Create a title for your paper that tells the reader what topic that it is about. Keep the title short and easy to read.

2 Create an outline for your paper

Create an outline for your paper. This will be used as a road map for writing your paper. A research paper will include an introduction, three to four sub-topics, a conclusion and a bibliography.

3 Gather your information

Gather your information by going to your school of local public library and searching for keywords in an encyclopedia. Make notes of information that you would like to include in your paper.

4 Write the introduction to your paper

Write the introduction to your paper. This is a short paragraph that explains to the reader what the paper is about.

5 Create the sub-topics or body

Create the sub-topics or body of the paper. A sub-topic is something that falls under the main category of the paper. For instance, if you are writing about the city in which you live in, have such sub-topics as population, state symbols or history of the city. Elementary students should pick three to four sub-topics to talk about in their paper.

6 Write two or three paragraphs or for each sub-topic

Write two or three paragraphs for each sub-topic. Tell the reader the information that you found on each topic.

7 Write a conclusion

Write a conclusion, which is a paragraph that summarizes the information given in the paper without giving any new information.

8 Create the bibliography

Create the bibliography, which is a list of sources that were used for the information presented in the paper.

9 Review the paper for any writing errors

Review the paper for any writing errors, including misspelled words, incorrect punctuation and grammar mistakes. Correct the writing errors and check that the papers follows the outline.

• Understand what is expected of you and what your teacher wants in your paper. Always ask your teacher for help if you need it. Never copy information straight from a book or article; always use your own words.

About the Author

Writing out of Salt Lake City, Sarah Pickard started her freelance writing career in 2010. She graduated with a B.S. in psychology from the University of Utah. Pickard is a member of the American Psychological Association, as well as several honor societies.

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Doing Internet Research at the Elementary Level

Lessons in information literacy

One of the hardest things to teach, in my opinion, is research. I have been teaching in a computer lab for going on five years and I have never taught research the same way twice. This is partially because I never teach anything the same way twice, but it's also because each year I learn something new. Sometimes I learn the hard way when things don't pan out the way I planned in the classroom, sometimes I learn because something I didn't plan arose and worked out well, and sometimes its due to my own self-education as I prepare to teach my annual research unit.

I begin teaching research skills in third grade -- just at the time where my students' reading skills are such that they can feel successful and just at the time when they have mounds and mounds of natural curiosity. In the past, I have done your typical find-information-and-regurgitate-it-to-me kinds of projects, all in the name of teaching students how to locate information. As this year's project approached, I decided that I needed to step it up a notch. If I rail against the way standardized tests have taught kids how to regurgitate facts, then how is what I've been doing any different? This year, I took a different approach.

This approach was informed by my own experiences, my own research, and a deliberate attempt to really break down the individual skills that my kids will need to be successful researchers.

First, I should mention that my school does not have a library and I have actually never worked in a school here in Philly (I've worked in three buildings) that had a functioning library. That being so, all of my students will be researching using the Internet -- which has its own special challenges.

I have broken the research process up into mini-lessons, which will ultimately culminate in a larger project.

All of my students in grades three to seven will go through this process, with each lesson meeting them where they are and attempting to fill in gaps.

Choosing a Topic, Creating Keywords and Search Terms

All classes begin with a discussion about what research is and why we do it and how we do it. Each grade will be using their research and applying it to a larger question or problem. For instance, rather than having my third regurgitate answers back to me about animals, they will use the information they find to answer the larger question. (i.e. "Your parents said you can have any pet you want. What will you need to keep the pet?")

When creating search terms, I use a template to help my students in all grades through the process. They use the SweetSearch search engine, which weeds out the junk they usually find on Google or Bing and which highlights their keywords and pulls text from the website into the list of search results.

Taking Notes

Each grade will differ in how they take notes and share their results. My 3rd graders will most likely stick to paper and pencil notes due to the nature of my class schedule, but they will enter their websites into a Google Form to track where they've been and what they've found.

My older students will be using EasyBib to organize their links and their notes. While my third graders will not be doing true citation yet, I will be teaching citation to my seventh graders and requiring all of their projects to be accompanied by a bibliography, which they will create in EasyBib.

Whew! Teaching research is a HUGE task!

Here are some resources that help along the way:

• The SweetSearch Tutorial : Not only is SweetSearch an amazing search tool for kids, but they have some great resources here for helping digest what research is and how to approach it.
• Copyright Confusion Wiki : A one-stop shop for all things copyright and fair use.
• How to Do Research Another take on the research process from the Kentucky Virtual Library.
• Diigo for Educators A robust social bookmarking tool through which students can bookmark sites, highlight right on the site, share bookmarks with their peers and take notes on webpages. Teachers can create student accounts without needing emails.
• SweetSearch A kid-friendly search engine.
• EasyBib A robust online citation and organizing tool.
• Flickr Find copyright-free images with Creative Commons licenses.
• Search Creative Commons Find Creative Commons content on popular sites.

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Research Project Template For Elementary Students

Hey teachers! Are you searching for one easy resource that keeps on giving, all year long? My Research Project Template for Elementary Students is perfect for you!

We all know that research skills are super important for students to have, but some of you may be wondering how best to fit research into a younger student’s curriculum. Typically when you think of research, you think of long hours in a college library and tons of citations. Well, it’s easier than you might think!

Seriously, you can do a simple research problem on pretty much anything. I’m talking bugs, states, countries, plants… you name it. And since younger kids are naturally super curious, they always get excited to embark on the quest to find out more about the things they like — and learning about completely new things, too!

It’s key for students to start to get some research experience while they are in elementary school because this will build their ability to question the world around them while they are young. It also helps them develop note taking skills and write out their ideas and observations, both of which are essential parts of good communication and good classroom habits. They will take these skills with them for the rest of their lives, so it’s never too early to start!

Here’s the good news: research projects for elementary students don’t have to get fancy at all. In fact, my Research Project Template is both incredibly simple for you to prep, and comprehensive on the students’ side of things. Plus, you can use it again and again all year round because it’s totally editable. Yay for reusable resources!

How does this Research Project Template for Elementary Students work?

It doesn’t get much easier for you and your students than this research project flip flap! All you have to do is print it for your students and you’re ready to roll. As easy as the prep is for you, students still get the opportunity to cut, color, and write about any research topic they’re assigned or that sparks their curiosity.

The research project template is a Powerpoint file, and complete instructions are included for you. This way, you can easily edit the text to suit your classroom’s needs!

Students will pick a topic that interests them, or you can assign a topic based on any unit your class is currently studying. Then, according to the topic, students will record their observations and more, including…

●       3 Interesting Facts

●       Vocabulary word with pictures

●       Illustrate what you learned

●       Create a poem

●       Can, Have, Are activity

The combination of writing, observations, and illustrations make this a comprehensive activity that covers ELA skills, STEM skills, and creative expression. And since it is customizable in the Powerpoint document, you can choose which sections to use and leave some out if they don’t best suit your lesson.

How can I use this Research Project Template in the classroom?

My favorite part about this research project template for elementary students is that you can reuse it in the classroom all school year long! Since it is a generic template and completely editable, it can easily fit with any kind of research project or activity you have in mind, from geography, to science, to art, and more.

Students can even pick their own topic they would like to research and complete their own mini project themselves! This option is great for centers. Flip flaps are amazing for centers because once students observe how to complete the flip flap once or twice, they can easily do it on their own in groups. You can assign a topic for the group to research or let students go their own way and work independently.

They can keep their research projects in their folders all year long if it’s important stuff to know, or they can bring them home and proudly show them off to their families. If you’d like, you could even have a research day where students present their findings to their classmates at the end of the day!

Download the No-Prep Research Template:

Click here to download a copy for your students.

This Research Project Template for younger students is totally worth returning to all year round! It’s super simple to prep, easy to edit, and can be used for any topic that you or your students want to cover. They will be able to practice their questioning, observational, note taking, and written communication skills, while everything stays low prep on your end. Have fun researching with your class, and enjoy!

What kinds of research do you like to do in your class? Do you plan on using this research project template? I’d love to hear from you all!

Share this:

You may also like, testing treats for students, making winter count with the polar bear place value scoot game, easy slime experiment for kids – scientific method, student teacher mentor pack, growth mindset activity – craft and writing.

Implementing Social-Emotional Learning in the Elementary Classroom

• Published: 26 February 2022
• Volume 51 , pages 641–650, ( 2023 )

Cite this article

• Kelsey L. Kaspar 1 &
• Susan L. Massey   ORCID: orcid.org/0000-0002-8585-0607 2  

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Social-emotional learning has the power to change how educators deliver instruction across the country. For this article, social-emotional learning research and journal articles were reviewed for the purposes of identifying common themes among existing research. Multiple perspectives were considered in the review of literature and the findings were used to identify potential issues and create overall recommendations. The first author provides an example of an implementation case at her elementary school. The recommendations from this case are provided for school leaders to consider when implementing social-emotional learning in their elementary school buildings. A step-by-step action plan is laid out for school leaders to use as a guide for this process, based on the first author’s case, while taking possible issues into consideration.

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Introduction

Social-emotional learning has evolved within the field of education over the years and is recently gaining more attention as students adapt to a changing world and, thus, a new learning environment. This type of learning focuses on students developing life skills like empathy, emotional intelligence, and goal setting (CASEL, 2020 ). Supporters of social-emotional learning (SEL) argue that these skills are equally as important as academic content (Brennan, 2015 ; Durak et al., 2011 ; Shriver & Weissberg, 2020 ). Legislators support social-emotional learning as evidenced by the passing of the Every Student Succeeds Act (ESSA). This legislation allows schools to be evaluated on a non-academic outcome such as school climate and student engagement (National Conference of State Legislature, 2018 ). As the COVID-19 pandemic dramatically changed the way teachers delivered instruction, a common sentiment among educators was to remind each other of the importance of “Maslow before Bloom” (Raschdorf et al., 2020 ). That is, students’ social-emotional needs should be met before expecting them to absorb and retain academic information. This belief has more early childhood educators calling for knowledge of social-emotional learning instruction and the best way of doing so. A large body of current research is allowing for education to head in this direction. The research provides support for the impact that SEL can have on schools across the country.

The purpose of this article is to examine potential practices for implementing social-emotional learning into the elementary classroom. Prior research will be reviewed for information surrounding the most effective way to implement SEL. After reviewing effective strategies, recommendations and their implications will be given to allow for a successful transition into the elementary setting. These recommendations are based on the implementation process at the first author’s school. Potential roadblocks, like time management, financial considerations, and stakeholder buy-in, will be taken into account as a plan for implementation. A step-by-step plan will be outlined for assisting school leaders in the process of adding social-emotional learning to the classroom. A successful plan will convince all parties involved of the necessity of social-emotional learning, including administrators, parents, teachers, students, and community members.

Current Approaches to SEL

Current literature offers insight into the impact of social-emotional learning on student academic performance. Research includes current social-emotional learning practices and how opposing views affect the implementation of SEL. This review will also discuss necessary components for successful implementation, such as the learning environment and SEL curriculum, based on prior research findings. The review will conclude with an overview of why further investigation is needed to determine the best plan for bringing SEL to the elementary classroom.

The Benefits of Social-Emotional Learning

The most popular argument for social-emotional learning is that SEL is as critical as academic instruction for students of all ages. When SEL is implemented correctly, there can be a dramatic increase in academic performance as a result. A meta-analysis of 213 studies found this to be true, concluding that social-emotional instruction has a significant impact on students’ academic scores (Durlak et al., 2011 ). However, it is important to note that SEL does not replace core instruction. Instead, when taught as a supplemental curriculum, social-emotional learning benefits children from all backgrounds and helps to enhance their overall experience at school (Shriver & Weissberg, 2020 ). When students’ social-emotional needs are prioritized, they are more likely to respond to learning within the school environment. This is especially true for students who have experienced trauma, or adverse childhood experiences, who tend to struggle with the typical needs of the school day (Parker & Hodgson, 2020 ).

Furthermore, when implemented effectively, SEL connects very well with standards-based teaching and grading. A component of standards-based grading requires students to reflect on their learning and learn from their failures and mistakes. Standards-based grading also encourages students to be aware of their learning goals and work towards them at their own pace. These practices are remarkably like lessons taught as part of social-emotional learning, where students learn the importance of growth mindset and goal setting (Brennan, 2015 ). The connection between standards-based grading and social-emotional learning could result in increased academic performance for students at the elementary level (Brennan, 2015 ).

Opposing Views of Social-Emotional Learning

While research supports the impact of SEL on academic performance, there are arguments against the implementation of SEL in U.S. public schools. Those who oppose social-emotional learning argue that SEL is manipulative and works to mold student personalities into a uniform expectation, taking away student individuality (Zhao, 2020 ). Likewise, legislation involving funding social-emotional learning is consistently turned away by some legislators who argue that more time should be spent on academic instruction than on teaching soft skills (Stringer, 2019 ). Opponents also worry that social-emotional learning may influence students’ future political views, rather than teaching them to develop their own opinions about political issues (Stringer, 2019 ).

Conversely, advocates of social-emotional learning work to convince opposers by arguing that SEL is needed for students to become successful, functional adults in society. Because social-emotional learning develops students’ ability to recognize their own emotions and empathize with others, advocates of SEL argue that students with these developed skills will be more successful later in life (Burroughs & Barkauskas, 2017 ). In fact, some even attest that social-emotional learning is needed for complete human development, particularly in the early years (Ahmed et al., 2020 ). If students are not receiving a typical social-emotional environment at home, schools can replicate the teaching of these skills with an appropriate SEL curriculum. Students who have experienced trauma or adverse childhood experiences (ACES) in their home life can have an equal chance at proper social-emotional development when SEL instruction is delivered at school (Parker & Hodgson, 2020 ). Not only could SEL enhance students’ overall health and development, social-emotional learning can also have a positive impact on school climate and atmosphere. SEL has been found to improve student engagement while at school and reduce high-risk behaviors (Meyers et al., 2015 ; Yang et al., 2018 ).

Current Social-Emotional Learning Practices in the United States

While there remain arguments on either side of the spectrum, schools across the United States are implementing SEL to determine the impact it can have on students. In the United States, legislation provides funding for schools to research and implement SEL, like the School Climate Transformation Grant. School districts were able to first apply for this grant in 2014 (U.S. Department of Education, 2014 ). From there, the passing of the Every Student Succeeds Act (2015) offered more funding for schools wishing to add teacher leader positions in the field of SEL (CASEL, 2019 ). These changes allowed for schools in the United States to begin researching the impact SEL could have on their students and bring attention to meeting students’ social-emotional needs.

Available Resources

Social-emotional learning gains much of its support and new resources from civic organizations in the United States. For example, the Collaborative for Academic, Social, and Emotional Learning (CASEL) is a leader in helping schools to perfect their skills in SEL instruction. CASEL ( 2019 ) not only offers guides for implementation, but also reviews curricula to help school districts find a best fit. CASEL ( 2019 ) also provides extensive research touting the benefits of social-emotional learning. Similarly, the National Commission on Social, Emotional, and Academic Development ( 2019 ) conducted research to provide school districts with recommendations to begin SEL implementation. Their research concluded that social-emotional learning requires the following factors: policy alignment, continuous reflection, local ownership, trained leaders, and cross-sector coalitions (National Commission on Social, Emotional, and Academic Development, 2019 ). Finally, the National Education Association (NEA) supports teachers in their concern for student wellbeing (NEA Education Policy and Practice Department, n.d.). The NEA believes that social-emotional learning is an imperative component of a child’s education.

The support from these types of organizations makes the creation of SEL resources and curricula possible. There continues to be more curricula on the market for administrators to purchase. Dusenbury and Weissberg ( 2017 ) reviewed multiple SEL curricula, including Caring School Community, PATHS, Positive Action, Resolving Conflicts Creatively, Responsive Classroom, Second Step, Social Decision Making/Problem Solving Program, and Steps to Review. These curricula focused on the five social-emotional competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making (CASEL, 2019 ). These curricula make it possible for the general education teacher to add SEL as a daily component in the classroom (Dusenbury & Weissberg, 2017 ). Before deciding on which curriculum best fits a certain school, Ferreira et al. ( 2020 ) remind administrators of the importance of ensuring that the curriculum is developmentally appropriate for the intended age. Just as academics are scaffolded throughout the year, social-emotional skills should correspond to developmentally appropriate age ranges and expectations. In addition, while cost is an important factor to consider when deciding on a curriculum, administrators may recognize that the impact of social-emotional learning can create a financial return by improving student performance, school climate, and increasing standardized test scores (Dusenbury & Weissberg, 2017 ). In this way, purchasing an SEL curriculum can be considered an important investment in a school’s success.

Necessary Components for Implementation

Once schools receive the support and resources to begin the implementation of SEL, administrators need to research best practices for implementing social-emotional learning. These examples have revealed necessary components for SEL instruction to be the most successful. To begin, teachers should be aware of their comfort level with teaching social-emotional learning. To be able to teach social skills, educators need to be socially competent themselves (Collie et al., 2012 ). If educators are not aware of their own social-emotional competencies, then the art of instructing these skills can become too stressful. In this way, schools should set their priority on supporting adults first before expecting them to teach SEL (Darling-Hammond, 2018 ). Mentally healthy teachers will be more impactful with their instruction than those who have other stressors to worry about. With that in mind, it is helpful for schools to focus on simply initiating SEL and then be willing to reflect, learn from mistakes, and listen to teachers’ thoughts and opinions about what was successful and what was challenging (Berman, 2018 ).

After teachers are prepared for teaching SEL, school leaders then may consider focusing on perfecting the learning environment. School is naturally a social place for students, and it makes sense to instruct these skills in this setting (Dominguez & LaGue, 2013 ). Three themes emerged from the literature that were described as necessary components for SEL to be most successful. These all impacted the learning environment: positive teacher-student relationships, diversity and acceptance, and student voice (Durlak et al., 2011 ; Elias, 2014 ; Farrel, 2019 ; Zalaznick, 2020 ). Students thrived in an environment where they felt supported and respected by their teachers and, therefore, were more open to SEL instruction (Elias, 2014 ). Likewise, SEL instruction that included conversations about diversity and acceptance created an ideal learning environment for all involved (Farrell, 2019 ). Students appreciated a classroom where they felt they had a voice in their learning and felt understood by their teachers (Zalaznick, 2020 ). When all factors were effectively put into place, students were more likely to improve in their academic performance.

After a proper learning environment is put into place, the instruction of SEL can begin. Prior research provides recommendations of important pieces to allow students to get the most out of the instruction. First, social-emotional learning was implemented throughout the day and taught regularly by classroom teachers (Bailey et al., 2019 ; Barnett, 2019 ). This took on multiple forms, including being integrated into another curriculum (e.g., literacy or math). On the other hand, some programs required separate times of the day devoted to SEL, such as morning and closing circle times (Berman, 2018 ; Stearns, 2016 ). These lessons focused on the direct, explicit instruction of social-emotional skills. Oftentimes, these skills were practiced through peer collaboration in both general academic work and direct SEL work (Capp et al., 2018 ). However, when instruction was given, it was most helpful to be in the form of an easy-to-follow curriculum, with step-by-step instructions for the teacher to follow. Likewise, SEL was most impactful when families and the general community were involved in the students’ learning (Greenberg et al., 2017 ; Haymovitz et al., 2018 ).

Roadblocks to Address

While an action plan is created, the following will be important roadblocks to consider: finding time for SEL instruction, locating money in the budget for resources and personnel, adequately preparing teachers for providing the instruction, gaining the support of stakeholders, and collecting data to reflect on its effectiveness. As the world changes, so do the students entering classrooms. Schools should recognize the need to educate the whole child, in lieu of focusing solely on academics (Durlak et al., 2011 ). The Every Student Succeeds Act of 2015 requires schools to be evaluated on conditions of learning, and social-emotional learning can positively affect school’s climate to improve these scores (Shriver & Weissberg, 2020 ).

First, the main concern that teachers have about social-emotional learning is finding the time to fit SEL instruction into their daily schedule (Collie et al., 2012 ). There are many demands on elementary teachers; namely, expectations for students to perform well on standardized tests. A typical elementary schedule is already full of literacy and math lessons, and the notion of adding in another component may be overwhelming for elementary educators (Collie et al., 2012 ). With that in mind, it will be important for an SEL curriculum to be easy to implement and fit seamlessly into the normal elementary routine. SEL can also be embedded into academic curriculum, through partner work, minilessons during literacy, and as part of the Common Core State Standards speaking and listening standards.

Next, some schools may have difficulty acquiring money to support the implementation of SEL. Funds will be needed for multiple components, including curriculum, personnel, and professional development (Dusenbury & Weissberg, 2017 ). School leaders should be aware of grant opportunities and government-controlled funds that would aid in the purchasing of these components. Professional development is necessary to ensure that teachers are properly prepared for providing instruction in social-emotional learning (Collie et al., 2012 ).

Finally, school leaders should recognize the importance of gaining support from important stakeholders including parents, the local community, and the students themselves. Those who oppose social-emotional learning believe that SEL takes precious time away from academics (Zhao, 2020 ). To combat those fears, school leaders need to create a plan for collecting data to prove the success of their chosen SEL program. Stakeholders will benefit from being kept informed on all levels, so that they know what to expect for outcomes from social-emotional learning.

Social-emotional learning seems to be the latest trend in education, but it does not come without controversy. Many states are beginning to see the benefits of providing SEL instruction and will likely begin to require this type of instruction in schools. However, the problem remains in creating steps to follow for a smooth implementation, while addressing issues like time, money and resources, and stakeholder buy-in. These issues need to be considered for an SEL implementation plan to succeed.

Recommendations and an Example Case

Clearly, the process of implementing social-emotional learning into the elementary classroom does not come without its challenges. However, the recommendations from the current research offer valuable insight into the best approach for beginning the process. School leaders may consider simply choosing a starting point and working from there to get off and running (Berman, 2018 ). Before jumping into the implementation, it will be important to consider the previously mentioned sub issues that are likely to affect the success of a plan. From there, a step-by-step plan, based in the literature’s findings and the first author’s experiences, can smoothly guide the development of social-emotional learning throughout an elementary school’s classroom.

Action Plan

With the existing research and the first author’s actions at her school in mind, the following action plan is presented. This action plan includes multiple elements to ensure that the implementation of social-emotional learning goes as smoothly as possible. These components include creating a social-emotional learning leadership team, offering multiple opportunities for staff to receive professional development on the topic of SEL, creating a plan that includes frequent communication with all stakeholders, developing consistency among elementary classrooms within the school building, and offering tier two and tier three interventions for students needing targeted instruction in social-emotional skills. The first author implemented a similar action plan in her school and examples from this school are given for each step. Refer to Fig.  1 to see an example of an implementation timeline.

A Timeline for Implementing Social-Emotional Learning.

Social-Emotional Learning Leadership Team

The first step towards success when implementing social-emotional learning should include the creation of an SEL leadership team. This team should include a wide variety of staff members to include diverse perspectives. Some positions to consider are the instructional coach(es), the curriculum coordinator, a teacher new to the district, a teacher new to the profession, at least two veteran teachers, and the school guidance counselor. Monthly meetings of the SEL team are suggested to plan and fulfill actions towards adding social-emotional instruction to the elementary building. At the author’s school, these members were selected by the elementary principal to identify the weaknesses in the area of social-emotional instruction and then work towards a solution. Creating a shared vision is one of the first actions that the team will want to complete. This vision will include where they see SEL fitting into the school and the changes it will bring to the overall school environment. The shared vision should include a mission statement. An example of a mission statement is: “Under the implementation of a new social-emotional curriculum, our elementary school will offer an environment where the maximum amount of learning can take place, where students can feel safe, where teachers are appreciated, and all feel welcome.” The mission statement will be used, along with the shared vision, to introduce SEL to the elementary staff. The vision statement encompasses the beliefs of how the leadership team expects both students and educators to act underneath their new SEL plan. The following questions may be beneficial in generating discussion to create a shared vision:

What does an ideal school environment look like?

How do ideal students solve problems with one another?

How should teachers be supported in their profession?

How does social-emotional learning relate to our school mission statement?

How could social-emotional learning transform our school?

After developing a shared vision, the SEL leadership team will need to set SMART (specific, measurable, achievable, realistic, and timely) goals for how to meet their vision. These goals should be broken up by priority, and the SEL team should make both short-term and long-term goals. These goals could include the development of schoolwide norms, or expectations, for students to follow no matter where they are in the school building. This consistency will be helpful in enhancing the school’s learning environment (Durlak et al., 2011 ). Also, the SEL team will want to develop a plan that ensures teacher morale stays positive (Darling-Hammond, 2018 ). For example, SEL leaders may work on celebrating staff accomplishments on a regular basis or rewarding teachers with small sentiments. Both factors will be very impactful in improving the climate of the school and the learning environment for students (Fig. 2 ).

SMART goal example

When making the SMART goals, the SEL team should have a plan for collecting data to show their growth towards goals. One possible assessment tool is the social, academic, emotional, behavioral risk screener (SAEBRS) assessment offered by Fastbridge. This assessment screens students from kindergarten through 12th grade and quickly identifies students who may need a targeted intervention related to social-emotional skills (Illuminate Education, 2021 ). The data from this assessment could be one of the main determinations in SEL goal achievement.

In addition to collecting student data from an assessment like SAEBRS, the SEL leadership team will also want to have additional data collection tools. First, the leadership team will want to collect data from teachers, including their thoughts on the school climate and levels of job satisfaction (Darling-Hammond, 2018 ). A survey, anonymous suggestions, or a similar idea could be created. Teachers should feel supported in their own job before they can competently teach social-emotional lessons (Collie et al., 2012 ). This survey could identify potential issues before they hinder the SEL team’s efforts. Similarly, students could complete a school climate survey. For example, the Iowa Department of Education in the United States requires all public schools to conduct a Conditions of Learning Survey, collecting data on students’ feelings about their school (Des Moines Public Schools, 2021 ). All these pieces of data will be crucial in determining a starting point for the SEL team, and later in determining the success of the team’s efforts.

Next, the SEL team will want to choose the tools for SEL instruction. There are many available curricula in the social-emotional domain, so the pros and cons of all curricula will need to be weighed. Factors to consider when choosing a curriculum should include ease of use, cost, resources included, and research-based materials (Dusenbury & Weissberg, 2017 ). An appropriate curriculum will meet most of the school’s needs. It may be beneficial for the leadership team to choose one or two teachers to pilot a program and share their thoughts on the program before purchasing it for the entire elementary. The first author was chosen to pilot the Caring School Community curriculum from the Center for the Collaborative Classroom at her school. This program was used with her 27 fourth-grade students. Data was collected to determine its effectiveness, and the author presented her findings to her colleagues at the beginning of the 2021–2022 school year. In addition, the author trained her colleagues to use the curriculum in their own classrooms. It is helpful to have a curriculum chosen and sample materials made available as the shared vision is presented to all elementary staff members.

Professional Development

After choosing a curriculum, the next step in SEL implementation is preparing the educators for delivering social-emotional instruction. The SEL leadership team should organize professional development opportunities for elementary staff. The professional development opportunities should occur more often during the first year to best support educators in the transition to social-emotional learning. These first sessions should include opportunities for teachers to develop their own social-emotional competencies (Darling-Hammond, 2018 ). Administrators will want to emphasize the importance of teachers taking time for self-care or activities where they take the time to refresh and elevate their mental health (Collie et al., 2012 ). These types of activities include fitness, mindfulness practices, free-reading, or any other activities that teachers enjoy doing in their free time. In addition, teachers should be able to recognize and manage their own emotions to assist students in doing the same (Darling-Hammond, 2018 ). For example, at the author’s school, the administration brought in area education agency members to train staff on social-emotional learning practices. This included the viewing and discussion of the documentary Paper Tigers (Redford & Pritzker, 2015 ).

From there, teachers can begin to practice empathy by learning about trauma-informed instruction and adverse childhood experiences (ACES). An understanding of these topics is crucial in being able to deliver social-emotional lessons and create a classroom environment where all students feel safe and comfortable (Parker & Hodgson, 2020 ). The author’s colleagues participated in a book study of Help for Billy by Heather Forbes. When students experience trauma in their young lives, the development of their brains is affected (Forbes, 2012 ). Because of this, their ability to maintain relationships in the same way as traditional students is diminished. Behavior typically becomes a problem with these types of children, and it is helpful for educators to be professionally trained in a trauma-informed approach in order to best meet their needs. Social-emotional learning can reduce high-risk behaviors when implemented correctly (Parker & Hodgson, 2020 ). Consequently, professional development should offer the opportunity for educators to learn and understand the neuroscience behind trauma and ACES.

Once educators have the foundational knowledge necessary for teaching social-emotional learning, they can begin instruction. However, the learning does not stop there, and school leaders should consider utilizing their instructional coaches to continue to improve educator’s SEL practice. Like other coaching sessions focused on academics, an instructional coach can complete a coaching cycle with his or her co-workers, analyzing social-emotional lessons. To make the most out of the first year of schoolwide SEL implementation, administrators should consider requiring all teachers to complete a coaching cycle in social-emotional learning. This coaching cycle will involve the instructional coach reviewing a lesson with the teacher beforehand, observing the lesson, and reflecting with the teacher afterwards. The coaching cycle will give teachers a chance to ensure they are delivering instruction in the best way possible for students to gain as many social-emotional skills as possible. Likewise, the instructional coach can learn from his or her colleagues to build a “toolbox” of knowledge for all elementary staff to share as they plan their SEL instruction.

Communication with Stakeholders

Creating a vision of SEL and preparing educators for instruction will serve as the building blocks for success of implementation. From there, administrators and school leaders will want to consider the involvement of educational stakeholders. This will include parents, students, all school workers, school board representatives, and community members. Community members may include local business owners, student relatives, and all those who have a stake in the funding for the school. For SEL to be most effective, communication with stakeholders should happen regularly and consistently (Raschdorf et al., 2020 ). The SEL leadership team will want to share their SEL vision with all stakeholders and present it in a way that shows them the benefits of such instruction. At the author’s school, parents were given an overview of the new social-emotional curriculum at Back-to-School night and were also able to ask any questions or raise any concerns during this time. After the implementation of SEL program, parents continued to give feedback. One of the thoughts from a parent at the author’s school is shared in Fig.  3 .

A Parent’s perspective on SEL curriculum at RRMR elementary

In fact, when parents are involved in social-emotional instruction, the impact on student performance is that much greater (Haymovitz et al., 2018 ). In addition to including parents and school workers, SEL leaders will want to coordinate community partnerships (Greenberg et al., 2017 ). These partnerships can give students the opportunity to give back in their community, learn as an apprentice, or other various learning experiences.

After providing an overview to school stakeholders of SEL instruction, it will be helpful for the leadership team to gather data from them to gauge their feelings about the implementation process. This information will help SEL leaders pinpoint any specific areas of concern that could be addressed when communicating with stakeholders. Similarly, the SEL leadership team will want to share success stories as they begin lessons and collecting data from students. This could happen in multiple formats, including website updates or informational fliers sent to the school’s community partners. These celebrations will help the stakeholders to see the importance of teaching social-emotional skills to students in their community (Fig. 4 ).

Example learning target

Social-Emotional Learning in the Classroom

The most critical part of SEL instruction will occur in the elementary classroom. There are numerous factors that should be considered to make the lessons the most effective. These elements include focusing on positive student–teacher relationships, developing consistency among all elementary classrooms, and ensuring classrooms are culturally responsive. All teachers should include SEL in their classrooms somehow, and this SEL instruction should occur daily (Bailey et al., 2019 ). From there, teachers will want to work on fostering positive relationships with their students. Research supports the importance of students feeling respected and cared for by their teachers (Raschdorf et al., 2020 ; Yang et al., 2018 ). When these relationships are in place, student behavior will improve, and students will be more likely to respond to SEL instruction. An easy way to begin to develop these relationships is to follow the “two-minute-a-day” strategy (McKibben, 2014 ). This strategy focuses on giving students targeted, positive attention every day. This focused attention allows for the student to see their teacher as an ally, rather than an enemy. This strategy can be particularly meaningful for students who typically have behavioral issues (McKibben, 2014 ). These relationships are the foundation for creating an ideal learning environment.

Next, once SEL instruction begins, it will be essential for there to be consistency among all elementary classrooms (Durlak et al., 2011 ). There should be schoolwide discipline policies and expectations in place that are followed by all staff members. Administrators may consider doing classroom walk-throughs to check for this consistency on a regular basis. The SEL leadership team may focus on using positive language in these expectations (Whisman & Hammer, 2014 ). For example, instead of writing “Don’t run in the hallways,” the language could be changed to “Walk in the hallways.” This language can also be used in the classrooms. Teachers should consider rewarding students for positive behaviors, rather than scolding those acting out. These factors will also contribute to an ideal learning environment.

As SEL is added to the elementary classroom, there are multiple components that will be helpful in ensuring that instruction is the most impactful. First, educators will want to create explicit learning targets, like academic learning goals. These learning targets can relate back to the five SEL competencies by CASEL ( 2020 ) or the SEL competencies required by the state’s department of education. In this way, SEL instruction can relate back to the process of standards-based instruction and grading, where students take ownership of their learning, using the learning targets as their guide. These learning goals can also be used to assist students in the process of self-assessment. Just like with their academics, students will want to recognize their growth in social-emotional skills, and self-assessment is a meaningful way to do so.

In addition, social-emotional learning can be integrated into other subject areas to add components of it throughout the school day. One of the easiest ways to accomplish this is by including peer collaboration into all subjects. When students work together on a variety of tasks, there are many social-emotional skills coming into play (McKown et al., 2016 ). Students are required to use their communication skills, teamwork, and conversational skills to work best with their partner. Students should not be simply assigned to a partner project for the sake of practice. Instead, students should be provided with direct, explicit instruction in how partners should work together for that task. Afterwards, reflecting on the successes and challenges of their partner work will help students to identify their strengths in social-emotional skills (McKown et al., 2016 ).

A critical component of social-emotional learning is to include parents in the practice of social skills (Haymovitz et al., 2018 ). This component should be executed by all classroom teachers teaching social skills. Teachers will need to communicate with parents the learning goals of SEL, so that the skills can be reinforced at home when applicable. For example, when teaching students about the importance of agreeing and disagreeing respectfully, prompts can be sent home to use in the home setting as well. At the author’s school, students are given a home connection activity to complete every week with an adult at home. This activity relates to the current SEL learning target. When SEL skills are put into practice both at school and at home, students will be more positively impacted (Haymovitz et al., 2018 ).

Likewise, teachers will want to respond to students’ home environments by ensuring that classrooms are culturally responsive. Social-emotional learning offers an ideal opportunity for teachers to address diversity across the globe and appreciate cultural differences. Similarly, educators should be aware of cultural differences when celebrating holidays at school. Teachers should also ensure that students are exposed to diverse literature, where all students can “see” themselves in the books that they read. Literature gives students the chance to put themselves into others’ shoes, and, therefore, practice the skill of empathy while also practicing literacy skills. When all these components are put together in the classroom, social-emotional learning will be most effective.

Multi-Tiered System of Supports for SEL

Once students are given direct instruction in social-emotional skills, they should be provided with interventions when needed (Barnett, 2019 ; Green et al., 2019 ; Greenberg et al, 2017 ). These interventions should be provided on both a tier two and tier three level to meet all students where they are at with their social-emotional development. To put these interventions into place, all elementary students should be assessed with a universal screening assessment to identify students in need. This assessment will aid in identifying the specific areas of need for students to grow. Tier two instruction can occur in a small-group setting, where students work on social-emotional skills together. Likewise, tier three instruction will occur individually, where students can focus on their own growth where needed. This instruction could take on the form of a regular one-on-one conference with the student to help them with whatever skills they may need. The conferences will give students the opportunity to share any social woes they may have and work on problem-solving strategies for alleviating them. The universal screener can be given three times a year, and the data from this screener can serve as a reflection tool. Teachers will be able to identify growth among their students in social-emotional skills, and the school will be able to determine the success of its social-emotional skills as a whole.

School leaders who wish to implement social-emotional learning will benefit from these recommendations. It will be important for leaders to keep the concerns in mind, like issues with time and money, when beginning the step-by-step plan. However, by using findings from current research, these recommendations are practical and possible for beginning the process SEL implementation.

SEL implementation is not an easy path to take. There are likely going to be issues that arise during the process, including pushback from stakeholders, scheduling conflicts, and budget shortfalls. However, if those are directly addressed in a step-by-step action plan, the process may go much smoother. When school leaders begin to implement social-emotional learning, they will want to begin with creating an SEL leadership team. This team will be in charge of creating a shared school vision, training staff members, and guiding their co-workers through the implementation process. While there are many roadblocks to consider in this action plan, the benefits of following through with it are sure to outweigh any negatives. If SEL is implemented correctly, students and teachers are more likely to experience a high quality, less stressful learning environment. Communication between the school and its stakeholders may increase, developing important relationships. All educators involved in the implementation process will be given the opportunity to grow in their instructional practice, as they dive into professional development on social-emotional learning and trauma-informed teaching. Administrators will become more aware of the importance of teacher mental health and self-care, and students will feel the results in the classroom academically. As social-emotional learning grows in popularity, the research supports these notions. School leaders should seriously consider evaluating their current practice and determining a place for social-emotional learning in their buildings. The effects of doing so may be felt for many years, as students learn to become well-rounded, emotionally intelligent adults. An administrator at the school of the first author noted these effects: As a building administrator I have noticed a decrease in small behavior issues that come through my office simply because of the common language and the fact that students are able to resolve conflicts on their own. Teaching those strategies and skills over the course of a school year with daily lessons has been so valuable for everyone.

SEL can prepare students for living in a diverse world, by teaching them to interact with all types of humanity. Teacher burnout and anxiety can decrease when approached as part of the process, and stakeholders in the community will get the chance to be involved in student development. Additionally, students across the world can benefit from direct instruction in managing emotions and working with others. The history of humanity teaches us the importance of knowing these skills, and the future of the world depends on the next generation. By empowering this generation with necessary social-emotional skills, children can confidently face their futures. For these reasons, SEL belongs as a promising future in the field of education.

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Kaspar, K.L., Massey, S.L. Implementing Social-Emotional Learning in the Elementary Classroom. Early Childhood Educ J 51 , 641–650 (2023). https://doi.org/10.1007/s10643-022-01324-3

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Elementary Research Report

Report generator.

Even at their young age, elementary kids should have an idea of how research works. They have to be ready when it’s their turn to make a research. They have to be able to know the important parts of the research so they can start conducting it themselves. As teachers, you can always make their lives a little easier. You can always give them an outline on how research is formulated. If you want to help them make their research reports, you can check some of our pre-made research  report templates . Here are 10+ elementary research report templates for your kids.

10+ Elementary Research Report Examples

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As a teacher, it is your task to keep track of how your students are doing. you need to make sure they understand the topics from your lesson plan .You need to make sure that they are constantly learning new things and improving their skills while they are under your care. And when they are having a rough time, you need to be fully knowledgeable of their situation to know how to aid them. To help you keep track of their performance, you can use this performance report template. This template helps you record and present a written document when parents ask about their kids’ performance.

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5th graders love to do experiments. They get to see chemicals change color and use cool lab equipment. Lab experiments are great learning experiences because, not only do the kids have fun, they also gain new information. But with great fun comes great responsibility. After the experiments, the kids have to write a physics lab report . This helps teachers know if they did the experiment correctly and if they actually learned something. To make their lives a little easier, you can let them use this fully editable and printable lab report template. Download this template now!

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Does your research need testing? Do you want to make sure you don’t make any mistakes and forget the results of your test? Do you need a way to document your conditions, variables, and results to make assure that your final outcome and conclusion will be reliable? When testing something out for research, you need to be very careful. What you need for documentation is this test report template. This template lets you compile all your results for easy documentation. It’s easy to use, ready to print, and available in multiple formats.

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When writing research, you want it to be memorable. From the introduction to the conclusion, your research should have no boring and unnecessary parts. It should excite and intrigue your teachers, professors, and reviewers. Your research paper should catch their eyes the second you show the cover page. Perhaps what you need is a skillfully made research cover page. Well, not to worry, we have something just for you. Check out this research report cover page template. This template is ready for you to print, just edit in the right data and you have your cover page for your class and business report .

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Do you need some sort of chart to keep track of your students’ project progress? Are you the leader of your group research and do you want to make sure everyone does their task? Are you working on multiple projects at a time and you need to make sure that you finish them all before the deadline? What you need is this project report template. This template can help you plot down all your projects for a smooth workflow and proper time management. It’s doesn’t take too much and to edit and it’s absolutely free! Get a copy now!

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If your kids are conducting an elementary research , it is your duty to make sure that they make time for it every day. You have to make sure that they have a time table for their daily input for their research. To help them keep up with their work, you could let them try this daily report template. It helps inform you of the students’ school progress and lets your students keep the deadline in mind. This template is professionally designed so you don’t have to worry about its quality. This daily report template can be used by elementary and high school students.

9. Free Book Report Template

Are your students making book reports as a form of research? Do you want to make sure that they don’t hand in lousy works? Are you worried they might not be able to cover the important details? If you want to help your students write outstanding book reports, we could give you an example. Why don’t you give this book report template a spin? This template is super editable, you can add in your own questions and labels for your students to answer and fill in. It’s free to download and ready to print.

10. Free Safety Report Template

Do you have students that say they want to be future engineers? Are they interested in building strong and tall infrastructures? Do you want to make sure they also learn about building safety and not just its methodology? Maybe you could have them research how to make a building safe and strong. This way, you can instill in them the importance of infrastructure safety and building inspections . To make things a little easier, you can make them use this safety report template. It’s customizable so you can make sure that their works look consistent and clean. You can even make them add an abstract if you want.

11. Sample Research Report

Size: 118.4 KB

Do you want to teach elementary kids what college research looks like? Do you want them to understand what MLA and APA are? Do you think giving them some advance lessons can help them in the near future, then you need an example that is easy to understand? And if you are a college kid who needs help making your own research paper, you should take a look at this. This sample research report is the perfect guide for you. It has the important parts of any research report so you don’t have to stress about making yours. With this you won’t have to cancel plan in your college planner .

Text prompt

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Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

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Most Reliable and Credible Sources for Students

Give your students access to trusted, reliable, and credible sources for news, current events, and research. Do you have students working on a research paper? Are they keeping up with the news to build reading and critical thinking skills? It's easy for students to go astray and get duped by untrustworthy, deceptive news sources or research studies. This list will point students in the right direction, toward sites and apps with vetted, fact-based, and fact-checked work. There are kid-friendly news sites and apps that adapt journalism to different reading levels and kids' sensibilities as well as primary and secondary research resources from leading institutions like the Smithsonian and NASA. We've also curated a few well-known sites and apps for older kids and adults like the New York Times and NPR. Of course, all news has some measure of bias, so it's important to combine reading these news sources with news literacy lessons .

Trustworthy News Sources

Nasa visualization explorer.

Updated stories help kids stay up to speed with space exploration

Bottom Line : Weekly updates and striking visuals make it easy for kids to stay informed about NASA's most recent discoveries.

NASA Global Climate Change - Vital Signs of the Planet

Tons of climate change info from expert sources in one easy place

Bottom Line : This is a one-stop shop for climate change info, from basic intro content to practical guides and raw data; good for middle schoolers and up.

The New York Times

Easy access to news, but most content is available only to subscribers

Bottom Line : Provides an easy-to-use news resource, but only section front pages are accessible without a subscription.

Trusty podcast app has quality content but lacks learning supports

Bottom Line : An enticing free option for connecting current events to content through podcasts, but student engagement hinges on how you incorporate it.

Kid- and Student-Friendly News Sources

Time for kids.

Pro news zine balances kid-friendly content with teacher supports

Bottom Line : This is an excellent, cross-curricular news source that'll keep kids current and build their thinking skills.

News-O-Matic

Daily news stories and supplements keep elementary schoolers current

Bottom Line : This highly useful current events platform can be a daily fixture of elementary school classrooms.

Weekly newspaper makes current events accessible to all

Bottom Line : This a pricey tool but it's packed with a school year's worth of content and handy accessibility features.

Great stories, just-right leveled reading; now mostly by subscription

Bottom Line : While pricey, Newsela has ascended into an all-in-one destination for leveled, non-fiction reading.

CBC Kids News

Real news stories and videos for and by kids

Bottom Line : This is a robust resource for real and accessibly-written news stories students, but don't expect interactive elements or supporting materials.

Science News for Students

Cool STEM articles with learning supports make for fun, informative reading

Bottom Line : Free, fascinating articles make science relevant to students.

PBS NewsHour Classroom

Trusted news brand's current events site offers daily discussions

Bottom Line : There's a wide variety of current, credible, and high-quality content on this site that should support interesting classroom discussions.

Digital news source builds literacy and measures progress

Bottom Line : A top-notch digital news source with interactive features; a good tool to add value as students learn critical-thinking and close-reading skills.

The Learning Network

High-powered news site offers daily resource to process current events

Bottom Line : Backed by a world-class news team, this stunning free resource can fuel daily topical discussions.

Primary and Secondary Sources

Smithsonian's history explorer.

Browse and use American history artifacts and activities

Bottom Line : This is a handy resource that, with some effort, will uncover resources for kick-starting curious learning.

National Museum of African American History and Culture

Powerful stories and media centralize African-American history

Bottom Line : While there aren't ready-to-go curricular materials, this modern, well-curated, and well-contextualized digital collection is sure to inspire compelling lessons.

Library of Congress

Dig into famed library's collection of research goodies

Bottom Line : The Library of Congress delivers the best of America's past and present, and with teacher support it could be a reliable research resource for students.

Smithsonian Open Access

Stellar museum-based resources available for exploration and use

Bottom Line : This high-quality collection of museum resources -- ranging from artifacts to full-blown exhibits -- provides unlimited exploration for students, reliable primary sources for teachers.

National Archives

Access U.S. history with treasure trove of docs, genealogy, and other resources

Bottom Line : NARA's website wasn't designed for kids, but they can definitely use it to research and learn about history, genealogy, and the U.S. population and government.

Digital Public Library of America

Organized digital library features piles of useful primary resources

Bottom Line : DPLA is at the top of the list of high-grade, online primary source collections if teachers make effective use of what's on offer.

Google Arts & Culture

Well-curated art and history site inspires curious learning

Bottom Line : A beautifully presented one-stop shop for compellingly curated and contextualized art, history, and culture resources, but it's lacking educator supports.

United States Holocaust Memorial Museum

Extensive resource collection supports teaching about the Holocaust

Bottom Line : As a valuable resource for anyone teaching or learning about the Holocaust, time to explore and plan is necessary in order to make the materials effective.

The National WWII Museum - New Orleans

High-quality resources and activities offer an in-depth study

Bottom Line : Materials and activities support a thorough study of World War II, making this a valuable resource for both teachers and students.

Elegant treasure trove of data could fuel lessons and projects

Bottom Line : An efficient research tool that makes it easier to incorporate stats into a host of lessons or projects focusing on the U.S.

Google Scholar

Academic search engine, an excellent source for credible research info

Bottom Line : This smart tool can help teens locate credible material for paper and report writing, general research, and other school projects.

Heilbrunn Timeline of Art History

History and art intersect on the Met's vast, reading-centric site

Bottom Line : This resource from the Metropolitan Museum of Art beautifully illustrates art's evolution and is great for research, but more interactivity would help balance out the text-heavy content.

News Aggregators

Allsides for schools.

Civics site offers building blocks for meaningful dialogue

Bottom Line : This site meaningfully promotes dialogue rather than argument, and collects a lot of resources you might normally have to curate yourself.

Google News

News site offers a useful platform for research, critical thinking

Bottom Line : With some cautious supervision and adept guidance from teachers, this is a good tool for seeking, reading, and evaluating stories from multiple sources.

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