Building Capacity to Support Culturally Responsive Social-Emotional Learning Practices in Schools

2020 ◽  
pp. 135-151
Author(s):  
Natasha Ferrell ◽  
Tricia Crosby-Cooper
Keyword(s):  
Culturally Responsive ◽  
Social Emotional Learning ◽  
Linguistically Diverse ◽  
Emotional Learning ◽  
Maladaptive Behavior ◽  
Whole Child ◽  
Social Emotional Development ◽  
Life Outcomes ◽  
Social Emotional ◽  
Equitable Treatment

Research has demonstrated the positive relationship between student social-emotional development and academic achievement and overall positive life outcomes. Evidence-based social-emotional practices such as direct instruction in core social-emotional learning (SEL) components, modeling, and reinforcement of appropriate SEL skills have been found to increase student social-emotional functioning, reduce maladaptive behavior and promote prosocial behavior. However, despite reports of positive outcomes based on school-based interventions, there remain questions regarding the appropriateness of strategies and practices for students from racially, culturally, or linguistically diverse backgrounds. In order to address the needs of the “whole child,” educators must view social SEL with a culturally responsive lens to ensure equitable treatment and development for all students.

Culturally Responsive Social-Emotional Learning

2020 ◽  
pp. 193-219
Author(s):  
James Cressey
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Culturally Responsive ◽  
Special Educators ◽  
Social Emotional Learning ◽  
Integrated Approach ◽  
Emotional Learning ◽  
Social Emotional ◽  
Rehabilitation Professionals ◽  
Positive Behavioral Interventions

Culturally responsive teaching (CRT), social-emotional learning (SEL), and positive behavioral interventions and supports (PBIS) are powerful, evidence-based approaches to teaching and supporting students. Special educators and related professionals often use an integrated approach that draws from all three perspectives. However, scholarly researchers and professional development providers too often present each approach in isolation. This chapter proposes an integrated model of classroom and behavior management theories and practices, seeking to promote equity, cultural responsiveness, and social-emotional wellness. A review of pertinent research will be offered, followed by a series of real-world case example vignettes illustrating how special educators and rehabilitation professionals have integrated CRT, SEL, and PBIS in their work with students from PreK through high school.

Culturally Responsive Social-Emotional Learning

2021 ◽  
pp. 401-421
Author(s):  
James Cressey
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Culturally Responsive ◽  
Special Educators ◽  
Social Emotional Learning ◽  
Integrated Approach ◽  
Emotional Learning ◽  
Social Emotional ◽  
Rehabilitation Professionals ◽  
Positive Behavioral Interventions

Culturally responsive teaching (CRT), social-emotional learning (SEL), and positive behavioral interventions and supports (PBIS) are powerful, evidence-based approaches to teaching and supporting students. Special educators and related professionals often use an integrated approach that draws from all three perspectives. However, scholarly researchers and professional development providers too often present each approach in isolation. This chapter proposes an integrated model of classroom and behavior management theories and practices, seeking to promote equity, cultural responsiveness, and social-emotional wellness. A review of pertinent research will be offered, followed by a series of real-world case example vignettes illustrating how special educators and rehabilitation professionals have integrated CRT, SEL, and PBIS in their work with students from PreK through high school.

Mixed Reality Simulations

2020 ◽  
pp. 1-15
Author(s):  
Kristin M. Murphy ◽  
Amy L. Cook
Keyword(s):  
Public Schools ◽  
Professional Learning ◽  
Emotional Development ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Digital Tool ◽  
Social And Emotional

Implementing a curriculum that supports students' social-emotional development alongside academics is essential. Social-emotional learning (SEL) promotes positive outcomes across social and emotional skills, attitudes towards self and others, positive social behavior, conduct problems, emotional distress, and academic performance. In spite of what research tells us and what we as educators know intuitively through our practice, social and emotional development has long been known to many as a missing link in U.S. public schools. Teachers' concerns include whether they have the time, resources, and access to professional learning necessary to implement high quality SEL instruction, particularly in light of academic content instruction pressures. This chapter discusses the application of mixed reality simulations as a next generation digital tool that offers active learning opportunities in social-emotional learning in conjunction with dialogic reading sessions to foster social-emotional competencies and literacy.

scholarly journals Social-emotional learning practices: insights from outlier schools

2019 ◽  
Vol 12 (1) ◽  
pp. 35-52 ◽  
Author(s):  
Taylor N. Allbright ◽  
Julie A. Marsh ◽  
Kate E. Kennedy ◽  
Heather J. Hough ◽  
Susan McKibben
Keyword(s):  
African American ◽  
Extracurricular Activities ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Content Type ◽  
Common Definition ◽  
Definition Of ◽  
Reported Data

Purpose There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students. Design/methodology/approach Case study methods, including interviews, observations and document analysis, were employed. Findings The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents. Originality/value This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

scholarly journals Using Student Voice to Identify Promising Practices in Social Emotional Learning

2021 ◽  
Author(s):  
◽  
Susan Ward-Roncalli
Keyword(s):  
Emotional Support ◽  
Large Scale ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Promising Practices ◽  
Social Emotional Development ◽  
Structured Interviews ◽  
Social Emotional ◽  
Diverse Student ◽  
Policies And Practices

This qualitative study used responses to a large-scale survey on school experiences to identify schools where the students themselves reported above average scores on constructs of social emotional learning. The study looked at schools where the students reported above average results for several years in an attempt to answer the following questions: 1.What are the policies and practices of these schools specifically related to providing social emotional supports to students? 2.How do leaders in these schools describe their approach to providing social emotional support for their students? How do leaders assess their own perspectives, attitudes, decision-making and actions toward diverse student populations? To what do they attribute their schools' higher than average SEL scores? 3.What does an analysis of student responses in these schools show in terms of social emotional support provided by their schools? What do students report of their experience? The study looked at schools where students reported above average positive responses to survey questions on four social emotional learning (SEL) constructs for 4 years. Of the 10 schools that qualified, four agreed to participate. In order to examine the policies and practices of these schools, the researcher analyzed public documents from each school and conducted 21 semi-structured interviews with teachers and school leaders. The findings show that the administrators and teachers at the schools supported students' social emotional development by leveraging resources and acknowledging the need to promote equity. They incorporated SEL into the school culture through ongoing professional development, school wide practices, and intentional instruction in the competencies.

scholarly journals An Unwavering Commitment To Culturally Responsive Sustaining Education & Social Emotional Learning

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Dawn Brooks-DeCosta ◽  
Ife Lenard
Keyword(s):  
Social Skill ◽  
Culturally Responsive ◽  
Social Emotional Learning ◽  
Urban School ◽  
Support Staff ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Skill Building ◽  
Emotional Supports

Through an analysis of both SEL and CR-SE practices at an urban school and a social skill building afterschool program conducted through outside support staff, this paper demonstrates the process of providing social-emotional supports with a culturally responsive lens. The authors suggest, without a culturally responsive-sustaining lens, social and emotional supports can lack the trust and connection needed to meet students where they are while acknowledging their unique identities and cultures.

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