Honors Projects

Abstract

The following case study explores how social-emotional learning (SEL) teaching strategies enhance seventh-grade students’ engagement with classic literature during English Language Arts (ELA) class. Using S.E. Hinton’s classic novella The Outsiders as a foundation for this research, this study examines whether SEL-based lesson plans help adolescents make deeper connections between literature and their own lives. Two groups of students were compared in the study: one group received traditional, comprehension-based instruction, while the other participated in SEL-based assessments, encouraging perspective-taking and personal reflection. This study utilizes qualitative assessments like character analysis, reflection, and surveys to affirm that students who are exposed to SEL implementations demonstrate deeper empathy for characters, an increased connection to the text, and stronger comprehension. These findings suggest that intentionally incorporating SEL-based teaching and instructional strategies into ELA curriculum and across content areas fosters richer learning, providing opportunities for meaningful personal growth and emotional literacy among adolescents. This student-centered approach helps facilitate increased student engagement and motivation in school, aiding in school morale and performance.

Department

Adolescent Young Adult

Major

Integrated Language Arts Education

First Advisor

Dr. Joanna Weaver

First Advisor Department

Education

Second Advisor

Dr. Jacob Burgoon

Second Advisor Department

Educational Foundations, Leadership and Policy

Third Advisor

Dr. Jodi Lambdin-Devine

Third Advisor Department

Honors Program

Publication Date

Spring 4-25-2025

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