Affiliation:
1. Kaunas University of Technology, Lithuania
Abstract
The main research question of this chapter focusses on what peculiarities and especially barriers occur when teachers implement social emotional learning (SEL) programs in urban and rural school settings. First, this study defines SEL and introduces core social emotional competencies, explores the concept of barriers, and presents their classification. Second, the justification of the research methodology and instrument is performed. Third, the results of a quantitative study using a written survey of teachers (N=619) from different urban and rural school settings in Lithuania as well as possible solutions to reduce barriers and recommendations are presented. The present study revealed that barriers, such as students' attitudes toward SEL, resources (financial, time, and material), training and guidance, teachers' emotional well-being, and acceptance of change were predominant in the implementation of SEL programs by teachers in Lithuanian schools. The success of the implementation of SEL programs also depends on the school location and sociodemographic characteristics of teachers.
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