The Role of Teachers’ Attunement in Enhancing Student Social Competence at Elementary Level

Abstract

Nurturing social skills in elementary school children is essential for their overall development and future achievements. This study examines how teachers’ attunement—their ability to accurately perceive, understand, and respond to students’ social and emotional needs affects the cultivation of social skills in young students. Employing a mixed-methods approach, the research combines quantitative analyses of student social skill assessments with qualitative interviews of teachers to gain insights into their perceptions and strategies. The results demonstrate that teachers with high levels of attunement play a significant role in enhancing their students' social skills. Key social skills fostered through attuned teaching include communication, cooperation, empathy, and conflict resolution. The study underscores the importance of professional development programs aimed at improving teachers’ attunement capabilities, suggesting that such initiatives are crucial for creating a supportive classroom environment that promotes social skill development. The findings have important implications for educational practices and policies, advocating for a focused effort on enhancing teacher attunement to support the comprehensive development of elementary school children.