Abstract
Purpose. The purpose of this general qualitative study was to explore the perceptions of elementary teachers on how the investment in SEL teacher training influences the school outcomes of Latinx students from low-income backgrounds who attend high-poverty Title I schools. Methodology. This study utilized a qualitative research design. The researcher used a purposeful sampling approach with a criterion strategy to allow for a deep understanding of the phenomenon through the experiences of the participants. Data were collected through one-on-one, semistructured interviews with nine elementary teachers in Grades 3 through 5 working in high-poverty Title I schools who participated in SEL training. Findings. The study identified five major themes and findings related to investment in SEL teacher training: (a) teacher mindset, (b) classroom factors, (c) building relationships, (d) academic link, and (e) training and development. Conclusions. The results of the study found that participation in SEL training positively influenced educator role and ownership, overall classroom factors, and teacher-student relationships, which resulted in an increase in students' class effort and participation. However, the study also demonstrated that current SEL training practices are focused on student behavior and do not address or diminish educator deficit views and do not help teachers strengthen parent-teacher relationships. In addition, current SEL training is not accelerating academic achievement in high poverty Title I schools. Recommendations. This study demonstrated two critical areas of improvement for future SEL training. First, high-quality SEL training cannot be a one-time event. High-quality SEL professional learning for educators must be an ongoing model with effective professional development (PD) design that results in changes in practice and improvement in student learning. It must include reflection, collaboration, active learning, and coaching and expert support. SEL training must be explicitly linked to academic achievement and include an equity lens and the social and cultural contexts of the populations the schools serve to properly support Title I teachers' needs and produce long-lasting positive outcomes for racially minoritized students attending high-poverty Title I schools.