This article examines the impact of a service-learning program based on positive youth development and social and emotional learning principles in two high-poverty urban middle schools. A longitudinal mixed-methods design was implemented, and qualitative data analysis yielded unexpected results associated with the professional development of teachers and social workers involved in the program. The data suggests that participation in weekly program sessions for students contributed to positively shifting adults’ perceptions of students, and expanding the repertoire of classroom management strategies, which, in turn, overflowed into other areas of the school culture. This case analysis proposes a theoretical shift to interdisciplinary professional development that incorporates social and emotional learning strategies implemented in the classroom and through service learning as part of a comprehensive program.

中文翻译：

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共享教室：教师和社会工作者的专业发展机会

本文研究了基于积极的青年发展以及社会和情感学习原则的服务学习计划对两所高贫困城市中学的影响。实施了纵向混合方法设计，并且定性数据分析产生了与计划中所涉及的教师和社会工作者的专业发展相关的意外结果。数据表明，参加每周一次的学生课程有助于积极改变成年人对学生的看法，并扩大课堂管理策略的范围，反过来又泛滥到学校文化的其他领域。