Date of Award
5-2025
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
David Title, Ed.D.
2nd Reader
Dr. Lee Morgan
3rd Reader
Teri Lawler, Ed.D.
Abstract
This improvement science dissertation explores how affirmation-based practices can enhance teachers’ capacity to support student engagement, resilience, and healthy self-concept, particularly in high-needs urban classrooms. The researcher employed a participatory action research design using mixed methods over an eight-week intervention. The “Lessons Through Affirmations” program included structured daily affirmations, reflective journaling, and teacher professional development. Quantitative data from pre/post surveys and weekly rubrics indicated consistent growth across SEL domains, notably in student resilience and instructional confidence. Qualitative reflections and interviews revealed that students internalized affirmations, demonstrated improved emotional regulation, and took ownership of the practice, while teachers reported personal growth in self-awareness, tone, and flexibility. Despite the limitations of a small sample size (n=8), time constraints, and reliance on self-reporting, this study shows that culturally responsive affirmation strategies can actively transform classroom culture and support the well-being of both students and teachers.
Recommended Citation
Wright, J. (2025). Lessons through affirmations: Increasing educators’ capacity to Empower children to push through [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/65/
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Comments
Presented to the Faculty of Sacred Heart University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education