Abigail Cook

Date of Award


Document Type

Open Access Thesis

Degree Name

Master of Science (MS)



First Advisor

Kimberly Rombach, Ph.D.

Second Advisor

Kim Wieczorek, Ph.D.


This action-research study used a mixed-methods approach to help determine and observe the benefits of social emotional journaling in the classroom, specifically its impact on a students ability to recognize their personal emotions and self-concept. Data was collected both quantitively [sic] and qualitatively in a fifth-grade classroom to note the changes before implementing social emotional learning and after implementing it. This study discusses the term “social emotional learning” and provides a discussion on the impact of journaling for the students and any other implications observed. Although the results are mostly positive, the research discovered during the study concluded that many programs including social emotional programs are not a “one size fit all” solution and need to have a more multimodal approach to accommodate all students and their needs.