Strategic planning from a focus on equity: myth to reality in schools

Guidelines related to strategic planning in educational centers are described, particularly in the Arturo Prat Chacón Cadet School (Chile), deepening from an equity-centered approach, starting with the Equity Continuum, this with the purpose of advancing towards strategic planning that promotes actions for a critical transformation in schools. From the methodological point of view, the research is situated, of a qualitative descriptive type, of a non-experimental nature, supported by documentary analysis with an instrumental case study. The research contributed to establishing indicators and descriptors that the educational center leader must consider in a strategic planning and implementation process that truly promotes equity, namely: Fluid and transparent communication with all members of the institution; understanding of the cultural differences that affect the lives and learning of the educational community; immersion in the culture and communities that make up the school; valuing the culture, heritage and experiences of the members that make up the educational community; timely attention to critical institutional nodes, where equity and social justice should be the pillars in the statement of objectives of the school.

Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social–Emotional Learning Lens

This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students ( Mage = 16.42; 52% female) from the southeastern United States. Hierarchical regression analyses revealed that racial centrality moderated the relationships between active coping and school valuing and active coping and cognitive strategy use. Findings support the value of using an equity-elaborated lens to understand the role of SEL competencies for Black youth’s school adjustment.