| This study explored the regular classroom as a setting for assessing and promoting elementary students' social-emotional skills development and satisfaction. It investigated the social-emotional concerns that exist for rural elementary students, and the expression of these concerns in the classroom. One second grade and one third grade classroom participated. A socially-scaffolding classroom-integrated group projects activity, Helping Projects, was implemented. This supplement to the regular classroom curriculum focused on positive self-perceptions, social behavior, and helping others. The researcher, a behavioral health therapist, collaborated with the classroom teachers to co-facilitate the project activities. The collaboration was situated between education-based social emotional learning initiatives and programs to integrate mental health services for schools.;Qualitative data gathering techniques were used, supplemented by numerical measures to triangulate data. Two student self-report tools, the Strong Minds question sheet, and the Multi-representational Scale of Expressed Perceptions for Early Elementary Students (Expressed Perceptions) were developed to assess students' perceptions of social interactions and personal social competencies. The perspectives of students, teachers, and the researcher were represented. The information was divided into five thematic categories: (1) self-evaluation perceptions, (2) satisfaction with classroom environment, (3) interaction skills and relationships, (4) social problem solving, (5) and expressed anxieties. Findings included connections between academic disappointments and social struggles, the importance of positive student-teacher relationships, and the influence of peer acceptance on classroom satisfaction.;The professional collaboration displayed the role contributions in supporting students' needs. Differences existed in approaches to student assessment, group observations, and response strategies. The Helping Projects process offered a vehicle far assessment and promotion of student expression of social-emotional perceptions and competencies, and positive social interactions in the classroom. Opportunities also existed to address emergent student distress and peer interaction difficulties. The data measures led to development of narrative assessments for students at-risk of social-emotional distress. Assessments of this type could be valuable tools for classroom teachers, parents, and community care professionals in identifying student needs, and formulating plans for follow-up actions. |
