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.

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.

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.

A Review of Classwide or Universal Social, Emotional, Behavioral Programs for Students in Kindergarten

2017 ◽  
Vol 87 (3) ◽  
pp. 512-543 ◽  
Author(s):  
Christian V. Sabey ◽  
Cade T. Charlton ◽  
Daniel Pyle ◽  
Benjamin Lignugaris-Kraft ◽  
Scott W. Ross
Keyword(s):  
Behavioral Interventions ◽  
Social Emotional Learning ◽  
Kindergarten Students ◽  
Emotional Learning ◽  
Future Research ◽  
Social Emotional ◽  
The Social ◽  
Study Characteristics ◽  
Quality Of Research

The purpose of this article is to synthesize the existing research on classwide social, emotional, and behavioral programs for kindergarten students. The researchers identified 26 studies in peer-reviewed journals and dissertation databases to review. Each study was examined and coded in terms of study characteristics, strength of evidence, and quality of evidence. The interventions represented in the studies were grouped into four categories: social–emotional learning, behavioral, coping skills, and other. The studies of behavioral interventions demonstrated the strongest effects on increasing prosocial behavior and decreasing antisocial behavior. These studies also included the highest quality of research. The social–emotional learning intervention studies consistently demonstrated weaker effects and lower quality research. The remaining categories included too few studies to draw meaningful conclusions. Implications for practice and future research regarding classwide kindergarten social, emotional, and behavioral interventions are discussed.

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.

scholarly journals Indiana Social-Emotional Learning Competencies: A Neurodevelopmental, Culturally Responsive Framework

2020 ◽  
Vol 23 (1_part_3) ◽  
pp. 2156759X2090448
Author(s):  
Brandie M. Oliver ◽  
Christy T. Berger
Keyword(s):  
Chronic Stress ◽  
Culturally Responsive ◽  
Social Emotional Learning ◽  
The State ◽  
Emotional Learning ◽  
Department Of Education ◽  
Unified Framework ◽  
Social Emotional ◽  
School Communities ◽  
Learning Competencies

Social/emotional learning (SEL) programs and practices have gained momentum across the state of Indiana in recent years in response to the changing needs of students and families. Many school communities have adopted SEL due to the heightened challenges posed by students impacted by trauma or chronic stress. As schools began to adopt SEL programs and practices, the Indiana Department of Education responded by developing the Indiana SEL Competencies to provide a unified framework and several resources with which educators in the state continue to evolve their work. This article outlines foundational principles of SEL, highlights unique aspects of the Indiana SEL Competencies, and presents implications for the school counselor’s role in working toward systemic implementation of SEL.

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