Empowering Educators to Implement Florida's Resiliency Standards: From Social Emotional Learning to Resiliency at St. Lucie Public Schools

Abstract

St. Lucie Public Schools (SLPS), located in one of Florida’s fastest-growing metro areas, serves a diverse population of over 49,000 students across forty-one schools. The district quickly acted to meet Florida’s mandate to replace Social Emotional Learning with resiliency standards. The challenge to immediately implement the new resiliency standards instruction and provide effective professional development (PD) and on-site support for teachers, amid rapid growth and limited state-released resources. Prior surveys revealed that only 54% of teachers viewed existing PD favorably, and student feedback indicated low confidence in emotional self-regulation.The study was guided by two primary project questions designed to explore the effectiveness of the professional development and support systems provided to SLPS K–8 teachers, as well as their perceptions and experiences in implementing the Florida resiliency standards: Project Question 1: What is the nature and quality of the on-site support systems (e.g., materials, resources, instructional coaching) and professional development that SLPS kindergarten through eighth-grade teachers receive to effectively implement the Florida resiliency standards? Project Question 2: What are SLPS K–8 teachers’ attitudes and beliefs regarding the on-site support systems and professional development they receive, in relation to their perceived needs and challenges in implementing the Florida Resiliency Standards? To address the project questions, a sequential mixed-methods approach was used, including quantitative teacher surveys, qualitative focus groups, principal interviews, and document analysis. Data triangulation ensured credibility and depth, with instruments aligned to situated learning theory, communities of practice, and resiliency theory. Key findings included: • Dedicated time was provided for PD and coaching, but formats, naming, and access varied. • Resiliency PD was fragmented and often misaligned with teacher needs. • Barriers included limited time, integration challenges, and resource gaps. • Teachers observed positive student impacts from resiliency instruction. • Access to coaching, resources, and student materials was inconsistent. Recommendations are to: • Focus PD on actionable, grade-level strategies for resiliency standards integration. • Provide a continuous PD cycle. • Use flexible scheduling and provide state resources. • Share success stories and student outcomes. • Standardize access to support and monitor for equity across schools. These recommendations aim to strengthen SLPS’s support systems for resiliency standards implementation.