There is a common tendency that as students progress into adolescence, a time where intrinsic motivation decreases and the need for autonomy is crucial in the development of self identity and self competence, “schools appear to reduce choices and tighten controls as students’ autonomy needs begin to increase”, thus, decreasing student engagement (Thompson, 2015). In addition, the rapid increases in technology are changing the world we live in and reshaping how we interact (BC’s New Curriculum). Based on the research of Vigotsky, “social interaction plays a fundamental role in the process of cognitive development”, however if students are disengaged from learning, the opportunity to socially interact is decreased, thus hindering social emotional learning(SEL) (Moll,2014). 

The purpose of this research is to further explore the importance and implication strategies of SEL and to consider how the application of leadership strategies may promote social and emotional learning; can activities and situations that empower students to make their own choices in their learning increase participation, social interaction and emotional awareness? 

By integrating several different types of activities that promote student choice in grade 8 and 9 physical education classes and grade 10 and 11 Spanish classes, students’ levels of engagement and social interaction will be observed and evaluated. The assessment process will include a variety of formative assessments from which data yielded will aid in the evaluation of student engagement prior to and after practicum. It is expected that by increasing students’ autonomy, students will feel more competent, will be more engaged, thus increasing social interaction and the opportunity for SEL.

Key words: Social and emotional Learning, social and emotional competence, social interaction, engagement, participation, choice, autonomy, leadership.