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2025-08
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This thesis capstone project aims to support classroom teachers and staff who work with English language learners (ELLs) in the Lancer Central School District. As the population of ELLs is growing within the district, teachers need additional support in ensuring they are utilizing best practices for students' social emotional learning (SEL) growth. Around the state, many standards have been incorporated for measuring students' social-emotional development, but they do not look at the unique needs of an ELL student. To increase this understanding in ELLs' social emotional needs, teachers need to be aware of the unique challenges these students face, as well as some of the best practices that have been utilized with these students. Solutions to the problem include teachers having active conversations about what social emotional learning is, how they incorporated it into their classroom, as well as continued training on best practices for working with English language learners. Some of these learning areas include implementing best practices into their teaching, understanding the areas of a strong social-emotional learner, and identifying gaps in the current curriculum to meet the unique needs of an English language learner. Recommendations include creating and implementing strategies into current lesson plans to ensure that the needs of an English language learner are met so they can develop in line with the current SEL curriculum. In addition, continued research should be completed on best practices and how those can be tied and incorporated into social-emotional learning for ELL students.