Social–Emotional Learning in Action with Young Elementary Students through StoryWalk

ABSTRACT

Innovative school-based programs to promote students’ social–emotional skills and academic success have never been more necessary than in the wake of the COVID-19 pandemic (Yoder et al., 2020), particularly in communities disproportionately impacted by the pandemic as well as by high violence and poverty (Schwartz et al., 2021). Remote home-based learning has deprived young people of valuable social, emotional, and academic instruction. In this context, promoting young students’ self-compassion and confidence while encouraging them to develop skills is critical for their long-term success (Yoder et al., 2020). Given the sedentary nature of home-based learning, the advantages of pairing movement and learning in terms of academic outcomes (Lengel & Kuczala, 2010) may be even more important. StoryWalk, an innovative community literary activity, can address a multitude of concern areas. This Practice Highlights column describes the implementation process, challenges, and successes of StoryWalk in a an Illinois community that has predominantly racial/ethnic minority students;high rates of violence, crime, and adverse health behaviors;a 30.5 percent poverty rate (U.S. Census Bureau, 2020);and a ranking of 11 in the list of 101 counties in the state for admissions to its juvenile detention center (Illinois Juvenile Justice Commission, 2020).