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Abstract

Integrating social and emotional learning (SEL) into academic instruction may improve well-being and achievement. In mathematics—where anxiety and negative attitudes often hinder learning—SEL may be especially useful. This multiple case study examined how a math curriculum that explicitly embeds SEL principles shapes learning environments and teacher/student experiences. Using a multiple case study design, we conducted classroom observations, teacher interviews, and check-ins in six Grade 5–7 classrooms implementing JUMP Math, a program that centers social–emotional well-being. Three themes characterized the SEL-integrated environment: (1) Teaching Energy—steady pacing, enthusiastic delivery, and humor; (2) Learning Harmony—progressing together, peer help, and the normalization of mistakes; and (3) Emotional Stability—supportive feedback, invitations to participate, and respectful, responsive interactions. Teachers reported greater confidence and reduced math anxiety; students showed higher engagement, cooperation, and resilience in problem-solving. Findings indicate that math curricula intentionally designed with SEL can create emotionally supportive classrooms that benefit both teachers and students, while advancing academic goals. The findings contribute to understanding how academic instruction can be leveraged to develop social and emotional competence while maintaining focus on academic achievement.