Overcoming Obstacles: A Qualitative Study on Educators’ Perceptions of Student Resilience for the SEE Learning Program Open Access

Ghosh, Medha (Spring 2020)

Permanent URL: https://etd.library.emory.edu/concern/etds/p5547s665?locale=en


Over the last several decades, an increasing number of evidence-based social and emotional learning (SEL) programs have been implemented throughout the world in kindergarten to high school classrooms. One program in particular, the Social, Emotional, and Ethical (SEE) Learning Program, has sought to expand on the SEL framework through the addition of components not often found in SEL. A unique component that the SEE Learning program has included in its approach to SEL is the incorporation of resilience skills based on recent advancements in trauma research and trauma-informed care.


This present study examined how educators who have not received SEE Learning training understand resilience and identify how resilience is cultivated in their students. A social ecological theoretical framework was utilized to assess how students’ resilience is cultivated. Qualitative methods of data collection were used in the form of in-depth, one-on-one interviews with kindergarten to middle school educators in the Atlanta, Georgia area.

Upon analysis of the qualitative data, results were organized under four domains: (1) educators’ definition of resilience, (2) educators’ perceptions of student challenges, (3) educators’ identification of student resilience skills, and (4) types of support educators feel students need for resilience cultivation. Overall, educators understanding of resilience aligned with the SEE Learning program’s definition of resilience. Educators also noted the important role parents have in student’s resilience cultivation. Several recommendations for the SEE Learning Program emerged. The public health field should consider conducting further research on how resilience can serve as a protective factor in children and what the long-term effects of resilience cultivation in individuals are.

Table of Contents

Chapter 1: Introduction…………1

Chapter 2: Literature Review…………7

Chapter 3: Methods…………16

Chapter 4: Results…………21

Chapter 5: Discussion…………30


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