Author ORCID Identifier
Document Type
Dissertation
Date of Award
2025
Degree Name
Doctor of Education (Ded)
Department
Curriculum & Instruction
First Advisor
Daniel Mourlam
Abstract
This study employed reflexive thematic analysis (RTA) to examine South Dakota general education teachers’ perceptions and experiences with the implementation of Social-Emotional Learning (SEL) in the absence of formal, free-standing SEL competency standards. As one of the few states without such standards in K-12 education, South Dakota presents a unique context for examining how educators navigate SEL practices in the absence of consistent state-level guidance. Grounded in a qualitative, constructivist paradigm, this research aims to inform future educational policy and practice by amplifying the voices of practitioners who are often overlooked in top-down reform processes. A comprehensive literature review established the importance of SEL in promoting students’ academic success, career readiness, and social well-being. Semi-structured interviews were conducted with a purposive sample of general education teachers. Methodological rigor was ensured through prolonged engagement, triangulation, audit trails, thick description, and reflexivity. Reflexive thematic analysis (RTA) revealed key insights into educators’ use of SEL frameworks and curricula, their perceived barriers and supports, and their perspectives on the potential role of state-mandated SEL standards. Findings suggest that while educators recognize the value of SEL, the lack of formal standards results in inconsistent implementation and varying levels of support. The study offers recommendations for policymakers, administrators, and educational stakeholders considering the adoption of statewide SEL standards to promote equitable, coherent, and sustained integration of SEL across South Dakota schools.
Subject Categories
Education | Special Education and Teaching
Keywords
SEL competencies SEL curricula SEL standards social-emotional learning state standards teacher perspective
Number of Pages
174
Publisher
University of South Dakota
Recommended Citation
Biersbach, Kirsten, "SOUTH DAKOTA'S PATH FORWARD: EDUCATION PROFESSIONALS ON FORMAL FREE-STANDING SEL COMPETENCY STANDARDS" (2025). Dissertations and Theses. 358.
https://red.library.usd.edu/diss-thesis/358