Metropolitan Public School Counselors’ Perceptions on Implementing the Ohio K–3 Social and Emotional Learning Standards
Year: 2026
Type: dissertation
Abstract: In 2019, the Ohio Department of Education adopted K–12 Social and Emotional Learning (SEL) standards to support students’ emotional, behavioral, and academic development; however, the problem is that implementation remains optional across districts, resulting in variability in school counselors’ access and consistency. Although SEL implementation has been examined in educational settings, there is a gap due to a lack of available research that have explored metropolitan K-3 public school counselors’ lived experiences implementing the Ohio K-3 SEL standards. The purpose of this transcendental phenomenological study was to explore metropolitan K-3 public school counselors lived experiences implementing the Ohio K-3 SEL standards, including perceived barriers, supports, adaptability, and effects on student outcomes to better understand participants’ perceptions and experiences of SEL implementation. The central research question explored metropolitan K–3 public school counselors’ lived experiences implementing the Ohio K–3 SEL standards. Four supplemental questions addressed barriers, support systems, adaptability, and perceived effects on students’ academic and behavioral outcomes. Semi-structured interviews were conducted with eight licensed K–3 public school counselors, with at least five years of experience and knowledge of SEL principles. Data were analyzed using thematic analysis informed by Husserl’s (1931, 1977). Findings indicated that implementation was influenced by administrative support, professional development, and role clarity, with inconsistent implementation contributing to inequities in student access to SEL instruction. Recommendations include developing standardized guidelines, increasing advocacy for SEL integration, and expanding counselor training. The potential for positive social change lies in promoting equitable access to SEL programming and supporting improved academic and behavioral outcomes for all students.
Source: ScholarWorks (Walden University)
Author: Johnson, ShaRon
Institution: Walden University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
Funder: Ohio Department of Education
OpenAlex ID: W7202019141