McRae, Jenna2020-05-122020-05-122020-05http://hdl.handle.net/11603/18549The purpose of this study was to determine how social emotional learning might affect the number of behavioral disruptions both in and out of the classroom. This study also examined the impact that one social emotional learning program, conscious discipline, has on behavioral disruptions. This was measured by collecting office referral data from two consecutive school years, examining fifth-grade students. It was found that the implementation of conscious discipline did not support a decrease in behavioral disruptions. It was concluded that more research needs to be conducted in the area of conscious disciple and that a multi-year study would provide a more beneficial perspective with clearer results.29 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate).Text