| Social-emotional learning (SEL) programs in schools have the potential to change the trajectory of students at risk for adverse life outcomes, as well as to facilitate the healthy development of all students. However, in order for research-based programs to be effective, they must be implemented at a high quality and with appropriate cultural adaptations. Additionally, researchers argue that students benefit most from SEL that takes place throughout the school day and permeates school culture. Still, no studies to date have chronicled the institutionalization and integration of SEL into existing school culture. This qualitative research study examined the process of cultural change toward an SEL focus at an urban charter school in New Orleans, via interviews with teachers and administrators. Facilitators and barriers to cultural change aligned with two theoretical models: one describing organizational cultural change processes, and one highlighting facilitators and barriers to SEL program implementation in schools. Implications for research and practice are discussed. |
