Discussing the observed changes in students since the beginning of the project. Have there been noticeable improvements in their social and emotional learning?
By McKenzie McClain
Upon joining the Trajectory of Hope team, and then ultimately joining the researchers at Project Flourish, I was apprehensive about what I would experience on each of my assigned school sites. I had the privilege of interning in the Lawndale School District when I was in my graduate program at USC, and from that time I remembered being very involved in my appointed school community. I recalled having good relationships with the students on campus, and I remembered the way I would avoid speaking to teachers when I did not have to. Going on campus this time around, with one of my school sites under Project Flourish being a school I interned at previously, I was met with similar vibes and circumstances — only this time I entered the district with the challenge of positively aiding in their social emotional development.
Almost immediately I connected with the students on both school sites. Bonding with them over my clothes, hair and accessories, I quickly felt intertwined with my new work environment. I noticed in the beginning of my SEL Specialist journey that students really only had two forms of adult communication when they were in need: social workers and administration. This meant that problems (physical and verbal) were escalating at high rates and large consequences were being delivered to students and their families just as steadily. Acclimating myself in the ideology of SEL taught me that my job was to connect with my school community in a holistic way. As much as I focused on how easy students were to get along with, I also focused on getting to know the staff and administrators. I recognized that with everyone knowing my name and knowing what they could expect from me I would be able to deliver the most genuine impact.
Since connecting with students was never at an impasse for me, I wanted to focus on what our interactions together could teach them. I noticed students had issues using appropriate language in school. Many of them would either use profanity on school grounds or they would speak to one another in unkind ways. I have never been one for bullying or exclusion and I only strengthened those morals while in my first year of this project. Quickly my students knew Ms. McClain does not allow cursing and she does not allow students to behave negatively toward one another. The students became aware of my metrics through my honest reactions to things they would say or do. They came to expect my rebuttal at obscene language or my intervening between heated discussions or actions. Eventually, as the school year progressed, I was peacefully hosting students in my office on each campus during lunch periods or recess who were dismissive or aggressive toward one another when I arrived. Disruptive physical and verbal behaviors decreased on each of my campuses due to my weekly and structured time with the students, my remindings of kind speech and behavior and my consistency connecting with all students no matter the social group or background.
Looking ahead now at this year I feel more confident in my ability to implement social and emotional learning with students and faculty. I have always possessed a natural ability to connect with the people I serve, but now I have the research to back up what and why I am doing what I am. My kids were excited to see me at the onset of this semester and I am hopeful about the good work I can accomplish with them in year two of Project Flourish.