Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Terrance McAdoo
Abstract
This qualitative action research examined the emotional impacts of standardized testing on 4th and 5th graders and the effects of targeted social-emotional learning lessons in a Title 1 school. Pre- and post-intervention data were gathered through surveys (Children’s Test Anxiety Scale) and focus group interviews. By employing thematic and narrative analysis, findings revealed significant initial cognitive anxiety, physical symptoms, and difficulties in self-regulation. Following the SEL intervention, the data indicated that students exhibited improved emotional resilience, reduced anxiety symptoms, and enhanced coping skills. Although the SEL interventions enhanced overall emotional well-being, anxiety was not fully eliminated. This study highlights the effectiveness of targeted SEL programs in mitigating the adverse effects of standardized testing and underscores the necessity of integrating SEL into the curriculum while also calling for broader changes in testing practices.
Rights
© 2025, Margaret Denning
Recommended Citation
Denning, M.(2025). The Impact of Social Emotional Learning (SEL) Lessons on Students’ Mental Health Surrounding Standardized Testing. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8456