Using integrated arts programming to facilitate social and emotional learning in young children with social cognition challenges

ABSTRACT

The purpose of this article is to describe a school-based, integrated arts programme designed to facilitate social and emotional learning (SEL) in young children with social cognitive challenges, and to report on student outcomes. Students received weekly arts instruction over the course of one academic semester as part of their social studies curriculum. SEL instruction was infused throughout. Authors conducted an exploratory study of outcomes using a mixed methods design. We quantified behavioural outcomes for 16 focus students at baseline and again at the end of the programme using a behavioural checklist and several social skills measures. We also gathered qualitative data, specifically end-of-programme interviews with 27 key stakeholders (i.e. instructors and parents). Findings indicated that students made significant gains based on the checklist and social skills measures. Qualitative data indicated that instructors used arts programming to facilitate student growth across all five of CASEL’s SEL domains: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.

KEYWORDS:

• Early childhood
• art
• social and emotional learning
• social cognition
• learning disabilities
• autism

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Eve Müller, Ph.D., is a Coordinator of Program Evaluation and Outcomes Research.

Lauren Hunter Naples, M.A., is a Research Assistant.

Lynn Cannon, M.Ed, is Social Learning Coordinator for the Ivymount School and Programs.

Brenna Haffner, M. Ed., is Learning and Curriculum Specialist.

Andrea Mullins, M.Ed., is Director of The Maddux School at Ivymount School and Programs.