https://library.icmglt.org/files/original/cd40096bf19041caeab99f62ca5e7ca5.pdf 60ea98f9384a0470a98b2a3052c05d1b Electronic Resource View Source <a href="https://doi.org/10.3389/feduc.2024.1427079">https://doi.org/10.3389/feduc.2024.1427079</a> Document Type Research paper Author(s) Moira A. Law Publisher Frontiers in Education Publication Date 2024 Region Nova Scotia, Canada; United States Language English Access Open Access Abstract Globally, young people are experiencing unprecedented levels of socio-emotional loneliness, stress, and uncertainty. Formulating insight into their own and others’ experiences and behaviors is especially important during unsettling times and can be facilitated with socioemotional learning (SEL) curriculums. When implementing SEL programs, their success heavily depends upon teachers’ levels of commitment and comfort with the curriculum, as well as their perceived support from the administration; this is important and rarely studied. The current phenomenological qualitative study examined teachers’ experience during the early implementation of a new SEL, the Human Dignity Curriculum, (HDC) with middle school students in two small schools in Canada and the United States of America. Semi-structured interviews, using a four-question protocol developed for this study, were conducted with teachers who had completed teaching a 10-week module, as well as both school administrators. Written informed consent was obtained from each volunteer interviewee. Participants were asked, (1) Tell me about your experience while teaching HDC; (2) what was your commitment level to teaching HDC? (3) What was your comfort level with teaching HDC? (4) Did you feel supported by your administration when preparing and teaching HDC? Inductive thematic analysis identified five themes indicating HDC was a (1) user-friendly, (2) high value curriculum; (3) teachers felt supported teaching it; and a (4) shared language, (5) and shared teacher-student experience evolved when teaching HDC. Future research to replicate this initial evaluation of teachers’ experience and exploration of HDC’s potential impacts on youths’ well-being and related behavioral outcomes appears warranted. Cataloger Kristen Walker Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Human Dignity Curriculum: Teachers’ comfort, commitment, and perceived support teaching a new socioemotional learning curriculum Subject The topic of the resource Educational change Canada; United States Education Nova Scotia Psychology Socioemotional Learning Teachers