Addressing Gifts and Talents, Racial Identity, and Social-Emotional Learning Regarding Students of Color: Challenges and Recommendations for Culturally Responsive Practice

2022 ◽  
pp. 58-93
Author(s):  
Donna Y. Ford ◽  
Kristina Henry Collins ◽  
Tarek C. Grantham
Keyword(s):  
Racial Identity ◽  
Students Of Color ◽  
Culturally Responsive ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Culturally Responsive Practice

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.

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.

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.

School-Based Social-Emotional Learning and Ethnic-Racial Identity Among African American and Latino Adolescents

2020 ◽  
Vol 52 (7) ◽  
pp. 1331-1354
Author(s):  
Deborah Rivas-Drake ◽  
Fantasy T. Lozada ◽  
Bernardette J. Pinetta ◽  
Robert J. Jagers
Keyword(s):  
Middle School ◽  
African American ◽  
Racial Identity ◽  
Learning Strategies ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Identity Exploration ◽  
School Based ◽  
Learning Practices

This study sheds light on the interrelations of universal, school-based social-emotional learning strategies and ethnic-racial identity over time. We assessed exposure to social-emotional learning practices and ethnic-racial identity exploration and resolution among 367 middle school students (70% African American, 30% Latinx; 51% girls) across 3 years. The results of a latent growth model with social-emotional learning practices as a time-varying covariate suggest that practices that afford youth opportunities for autonomy, prosocial behavioral routines, and collaboration in the context of homerooms (advisories) and classrooms were consistently associated with greater ethnic-racial identity exploration and resolution across the middle school years. Theoretical and practical implications for the potential of school-based social-emotional learning to support the development of cultural assets such as ethnic-racial identity are discussed.

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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