In this thesis, I identified and addressed the need for social-emotional skill development in schools by creating and implementing a tailored social-emotional learning program in an inner-city, faith-based school. Evaluation of the program was done by using quantitative and qualitative methods through a questionnaire, survey, and interviews. This thesis aimed to answer the question: In what ways does implementing the prosocial, leadership and self-regulation-based ROAR program affect elementary school student behaviour? The program was found to have positive effects on the school community across various domains including community building, leadership and social-emotional awareness. --Leaf ii.
