Publication Date


Document Type


First Advisor

Harris, Lindsay N.

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Leadership, Educational Psychology and Foundations (LEPF)


This research study sought to understand how newcomer teachers address the social-emotional needs of their students in conjunction with English language and academic needs by using a qualitative approach. Literature thus far about newcomer education has focused on the language and academic needs of newcomer students, omitting the need to also address social-emotional learning. The study included interviews with four newcomer teachers from across the United States and found that for every teacher, social-emotional learning was the foundation for how they approached their students and made decisions about curriculum in their classroom. Despite the variation of program structure and level of support for newcomer students, these teachers identified similar perspectives on how to support social-emotional needs in their classrooms. The findings from this study demonstrate that these newcomer teachers emphasize social-emotional learning in their practices, even though it is not included in formalized curriculum and standards.


118 pages




Northern Illinois University

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