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Title
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Closing Practices of Gratitude in the Classroom
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Creator
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Susan Nash
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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Action Research Project
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Date
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6/15/2025
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Abstract
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This action research project explored how a daily closing ritual of gratitude, “Gratitude Soup,” created a sense of belonging for students in a Theatre 2 classroom. Rooted in Nel Noddings’ ethics of care, the teaching philosophy behind this practice values building genuine, caring communities that see and honor every student. The aim of this project was to measure how this simple, low-barrier practice could support students’ emotional regulation, improve engagement, and foster a stronger sense of community in class. Data was gathered over the course of a semester and then analyzed, triangulated, and interpreted using traditional qualitative analysis procedures. Qualitative data was gathered through classroom observations, informal student reflections, and a more in-depth survey to measure how this practice shaped the emotional climate of the room. This project aims to situate itself in a larger effort to understand how small, intentional SEL practices can be both practical and powerful in creating more connected, inclusive classrooms. Findings from this action research demonstrate a link between Gratitude Soup–a small, intentional SEL practice–and an overall improved sense of belonging and student community in the classroom.
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Keywords
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Drama Education
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Gratitude
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SEL
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Committee Member
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Melanie Landon-Hays
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Rights
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Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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License
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CC-BY (attribution)
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Language
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eng
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Type
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Text
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Identifier
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SusanNash_ARP_2025
