Limitations

The SEL framework is an integrated approach. It is meant to be enacted by every student, teacher, family and community member (CASEL, 2016). If SEL was not present and prevalent in their past experiences, students may be reluctant to immerse themselves in EQ development. They may view the associated concepts as foreign and seemingly juvenile. Some may question the relevancy of SEL in the context of my Home Economics classroom. Incorporation of SEL must be authentic and relevant to what is being taught. It should not be a disconnected aside to pass time. As my reach during practicum will only influence the students in my class, the effect of SEL and improvement in EQ may be limited.
Along with limited reach of students, I am also restricted by time. The course of long practicum runs for a duration of 10 weeks. Being at a linear school, I teach a particular class once every 2 days, if you factor in holidays, pro-d days and shortened day, I will see the same students for a maximum of 25 hours within the 10 weeks. EQ takes a lifetime to build, although it is a daunting task to attempt in a short period of time, I believe it is important to incorporate into my class. If students are not receiving training and feedback regarding EQ, they may continue to struggle with their emotions and ability to motivate and regulate them. This in turn will negatively affect their social awareness and relationships.