Keywords

Prosocial Learning, Whole-Child, School Change, Initiative Sustainability, School Climate, School Culture

Abstract

An alarming trend among elementary-aged students in the United States exhibiting significant deficits in social-emotional competency development has intensified since the Covid-19 pandemic. Challenges in developing competent prosocial skills in the elementary-aged years have been associated with difficulties in emotional regulation and social interactions, which can result in compromising school readiness and long-term academic success. Existing school infrastructure provides a vehicle for early intervention, specifically in supporting students with poor social and emotional wellbeing. Thus, the need for innovative pedagogical and instructional approaches that address the complex challenges of the 21st century has become increasingly essential. Coordinated approaches to prosocial learning implementation can significantly enhance the level and quality of long-term student outcomes. This retrospective ethnographic case study examined the implementation and impact of a schoolwide prosocial learning initiative at one elementary school exploring how prosocial learning influenced school culture, climate, professional learning, and student behavioral outcomes during a time of school district support and autonomy of innovative practice. Study participants included three key members of the organization: a teacher leader, the school’s principal, and the district leader. Findings from the analysis of interview data, contextual survey data, and school improvement plan data revealed a sustained positive shift in school culture, climate, teacher collaboration, and student behavior. Leadership commitment, distributive leadership, ongoing professional learning, and a focus on modeling and explicitly teaching prosocial behaviors were critical factors in the impact of the initiative. Collectively, the findings highlight how intentional prosocial learning implementation can positively transform a school community.

Completion Date

2026

Semester

Spring

Committee Chair

Gregoire Gill, Michele

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Curriculum and Instruction

Document Type

Dissertation/Thesis

Identifier

DP0053206

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