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CREATING A MORE INCLUSIVE CLASSROOM ENVIRONMENT: AN ACTION RESEARCH STUDY TO ADDRESS SOCIAL- EMOTIONAL NEEDS AND BUILD COMMUNITY.

1 Current Challenges 2 Goals of the Research 3 Importance of Addressing Social-Emotional Needs.

Student Perspectives Teacher Perspectives Overall Impact.

Interventions Strategy Innovation. PROPOSED INTERVENTION, INNOVATION STRATEGY.

Research Question Sampling/Participants Data Gathering Method/ Instrument Data Analysis.

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STUDENT PRESPECTIVE GRADE 4 GRADE 5 GRADE 6 MALE FEMALE MALE FEMALE MALE FEMALE YES NO YES NO YES NO YES NO YES NO YES NO 1. How do you perceive the Community Circle? Brings people together, support people, I don’t know 2. Do you feel comfortable sharing your feelings and experiences? 20 36 10 31 40 22 25 9 45 2 39 1 3. Do you find the goal-setting process meaningful and engaging? 50 6 40 1 60 2 30 4 47 0 40 0 4. Do you appreciate the positive affirmations and feel valued by your classmates? 36 20 31 10 35 27 15 19 27 20 20 20 5. How has the Community Circle impacted your sense of belonging and connectedness in the classroom? Positive Association with social competence and academic achievements, I don’t know, helping pupils (Answer here:) 6. Do you feel more comfortable expressing your emotions and seeking support from your classmates? 50 6 35 6 52 10 25 9 40 7 35 5 7. Have you observed any positive changes in classroom dynamics interventions? 53 3 35 6 57 5 32 2 45 2 35 5.

OVERALL IMPACT GRADE 4 GRADE 5 GRADE 6 MALE FEMALE MALE FEMALE MALE FEMALE YES NO YES NO YES NO YES NO YES NO YES NO 1. Has the Community Circle intervention contributed to a more inclusive classroom environment? / / / / / / 2.Have students demonstrated improved social-emotional skills, such as empathy, communication, and conflict resolution? / / / / / / 3.Have students shown increased levels of academic engagement and achievement? / / / / / /.

The intervention was widely recognized for fostering inclusivity, with students and teachers agreeing that it promotes a sense of belonging, mutual respect, and emotional safety. Across all grades, the majority of students expressed feeling more comfortable sharing their thoughts and emotions, engaging in goal-setting, and participating in collaborative activities. Teachers also reported that the Community Circle enhanced classroom dynamics by encouraging open communication, empathy, and cooperation among students, leading to a more harmonious learning environment. Students demonstrated notable improvements in key social-emotional skills such as empathy, communication, and conflict resolution. Teachers observed that students were more willing to address conflicts constructively, support their peers, and actively listen during discussions. These developments were consistent across grades, with older students displaying a deeper understanding of these skills, reflecting the long-term impact of the intervention. However, a small percentage of students expressed uncertainty or hesitance in fully engaging, pointing to the need for more targeted support for these individuals..

The intervention also had a positive impact on academic engagement and achievement. Teachers noted that students were more focused, motivated, and collaborative during lessons, which translated into higher levels of participation and problem-solving. The connection between social-emotional well-being and academic success was evident, as students who felt supported and included were better able to engage with their learning. This underscores the importance of fostering a holistic classroom environment that prioritizes both emotional and academic needs. Despite its success, challenges such as external factors (e.g., family status, financial difficulties, and working parents) were identified as potential barriers to full participation in the Community Circle. These factors affected a small group of students, suggesting that additional strategies such as one-on-one check-ins, family engagement, or tailored interventions could help ensure the initiative benefits all participants. Teachers also highlighted the personal impact of the Community Circle, reporting enhanced teaching effectiveness and professional satisfaction as a result of the improved classroom climate. The findings demonstrate that the Community Circle intervention has been a transformative tool in fostering an inclusive, supportive, and engaging classroom environment. By addressing students’ social-emotional needs and promoting a sense of community, the initiative has laid the foundation for both personal growth and academic success. Continued refinement and targeted support will further enhance its impact, ensuring that every student can fully benefit from this innovative approach..

Based on the findings, the Community Circle intervention has proven to be an effective strategy for fostering a more inclusive classroom environment, improving social-emotional skills, and enhancing overall classroom dynamics. Through consistent feedback from both students and teachers across Grades 4 to 6, the intervention has demonstrated its capacity to meet its primary objectives. However, some areas for improvement were identified to ensure that all students fully benefit from the initiative. The data shows that the Community Circle has successfully contributed to creating an inclusive and supportive classroom environment. Students across all grades highlighted its ability to bring people together, promote kindness, and enhance relationships. Teachers also unanimously agreed on its positive impact on classroom climate, noting improved dynamics, collaboration, and mutual respect among students. These findings underscore the intervention's success in achieving its goal of fostering a sense of belonging, though targeted efforts may be needed for a small number of students who remain hesitant to engage..

2. Students demonstrated notable improvements in social-emotional skills, including empathy, communication, and conflict resolution. Teachers observed that these skills were applied not only during the Community Circle but also in other aspects of the classroom, contributing to better peer interactions and reduced conflicts. These improvements were consistent across all grades, with older students showing a deeper understanding of the skills' significance. However, challenges such as external family dynamics and socio-economic factors were highlighted as barriers for some students, suggesting the need for additional support mechanisms to ensure equitable engagement. 3. Finally, the intervention positively impacted academic engagement, with students demonstrating greater motivation, focus, and collaboration in their learning. Teachers reported that the improved classroom environment directly supported students’ academic growth by reducing stress and fostering confidence. The connection between social-emotional learning and academic success was evident, further validating the importance of integrating such practices into daily routines. By continuing to address challenges and refine the intervention, the Community Circle can remain a valuable tool for creating inclusive and supportive learning environments.

Based on the conclusions, the following recommendations are proposed to enhance the effectiveness of the Community Circle intervention and ensure that all students benefit fully from its implementation: To address the small percentage of students who remain hesitant to engage, consider implementing strategies such as one-on-one check-ins, small group activities, or anonymous sharing opportunities. These approaches can help students who are less comfortable expressing themselves in a group setting feel included and valued. Additionally, providing clear explanations of the purpose and benefits of the Community Circle may help students better understand its importance and increase their willingness to participate. 2. Given that external factors like family status, financial difficulties, and working parents were identified as barriers, schools should consider involving families more actively in the Community Circle initiative. Workshops, newsletters, or informational sessions could help parents and guardians understand the goals of the intervention and provide them with tools to reinforce its principles at home. Strengthening the connection between home and school environments could create more consistent support for students’ social-emotional development..

3. While the intervention has been effective across all grades, adjustments tailored to specific developmental stages may further enhance its impact. For younger students, incorporating more hands-on and interactive activities can help sustain engagement. For older students, discussions on real-world applications, such as global challenges and social justice, may make the intervention more relevant and meaningful. Differentiating activities can ensure that the Community Circle continues to resonate with all age groups. 4. To maximize the intervention’s impact, provide ongoing professional development opportunities for teachers. Training sessions could focus on best practices for facilitating the Community Circle, strategies for managing sensitive topics, and techniques for addressing diverse student needs. Equipping teachers with additional resources and tools will enable them to implement the intervention more effectively and consistently. 5. Establish a system for regularly assessing the effectiveness of the Community Circle intervention. Surveys, focus groups, or observational checklists can help collect feedback from students and teachers on a routine basis. This data can be used to identify areas of improvement, adapt the intervention as needed, and ensure that it continues to meet the evolving needs of students and the classroom environment..

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Creating a more inclusive classroom environment: an action research study to address social- emotional needs and build community.