{"title":"Social emotional learning and cultural relevancy: Real world challenges","authors":"Elizabeth M. Vera","doi":"10.1080/1045988X.2022.2109565","DOIUrl":null,"url":null,"abstract":"Abstract Social emotional learning (SEL) fosters students’ emotional intelligence and social skills, and research supports the relationships between SEL and academic outcomes. Despite schools implementing SEL as required by state policies, the manner of presentation is critiqued for its relevance to students’ cultural complexities. This qualitative study examined the nuances of SEL implementation and its relevance for minoritized students in a sample of SEL school leaders. Among the themes identified were: challenges related to integrating SEL as Tier 1 interventions; shortcomings in assessing student needs and SEL outcomes; buy-in and capacity challenges with teacher interventionists; and the larger context of implementing SEL amid communities’ mixed political views about SEL and equity/inclusion efforts. Implications for using SEL to improve diverse students’ academic outcomes and well-being are discussed.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"233 - 245"},"PeriodicalIF":0.8000,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Preventing School Failure","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1045988X.2022.2109565","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract Social emotional learning (SEL) fosters students’ emotional intelligence and social skills, and research supports the relationships between SEL and academic outcomes. Despite schools implementing SEL as required by state policies, the manner of presentation is critiqued for its relevance to students’ cultural complexities. This qualitative study examined the nuances of SEL implementation and its relevance for minoritized students in a sample of SEL school leaders. Among the themes identified were: challenges related to integrating SEL as Tier 1 interventions; shortcomings in assessing student needs and SEL outcomes; buy-in and capacity challenges with teacher interventionists; and the larger context of implementing SEL amid communities’ mixed political views about SEL and equity/inclusion efforts. Implications for using SEL to improve diverse students’ academic outcomes and well-being are discussed.
期刊介绍：
Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
