Pub Date : 2022-09-09DOI: 10.1080/2372966x.2022.2109060
Laura J. Morizio, A. Cook, Melissa A. Collier‐Meek, Gianna M. Famolare, Lindsay M. Fallon, S. Bender
{"title":"Creating Compassion: Creatively-Focused Explicit Behavioral Instruction for Empathy Development","authors":"Laura J. Morizio, A. Cook, Melissa A. Collier‐Meek, Gianna M. Famolare, Lindsay M. Fallon, S. Bender","doi":"10.1080/2372966x.2022.2109060","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2109060","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44025187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/2372966x.2022.2109059
Brea M. Banks, Nitza Torres González, Keeley Hynes, Megan Donnelly
{"title":"Factors Predicting Satisfaction With a Microaggression Workshop for School Personnel","authors":"Brea M. Banks, Nitza Torres González, Keeley Hynes, Megan Donnelly","doi":"10.1080/2372966x.2022.2109059","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2109059","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46367811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/2372966x.2022.2109058
Ying-Ruey Chuang, Francis L. Huang, K. Herman, Bixiu Zhang
{"title":"Potential Moderation Across Racial Groups in Perceptions of Authoritative School Climate and Peer Victimization and Student Engagement","authors":"Ying-Ruey Chuang, Francis L. Huang, K. Herman, Bixiu Zhang","doi":"10.1080/2372966x.2022.2109058","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2109058","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41721907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/2372966X.2022.2105050
Prerna G. Arora, Amanda L. Sullivan, Sam Song
Abstract Reflexivity, defined as the critical analysis of how one’s identity and values influence their scholarship, has been underscored as a crucial element of antioppressive scholarship. Despite its importance, reflexivity, and particularly its documentation, remains relatively uncommon in school psychology scholarship. In the following commentary, we introduce the need for reflexivity as it relates to the field’s commitment to antiracism, followed by a brief review of the literature on reflexivity, including its historical foundations and its previous applications within the fields of psychological research. We conclude with recommendations for the school psychology scholarly community for conceptualizing, conducting, and disseminating scholarship. Impact Statement Despite its importance, reflexivity, or the critical analysis of how one’s identity and values influence their scholarship, in school psychology scholarship remains uncommon. In this commentary, we introduce the need for reflexivity within school psychology scholarship and provide recommendations for the school psychology scholarly community. This manuscript serves as a call to increase implementation of a reflexive approach in school psychology scholarship.
{"title":"On the Imperative for Reflexivity in School Psychology Scholarship","authors":"Prerna G. Arora, Amanda L. Sullivan, Sam Song","doi":"10.1080/2372966X.2022.2105050","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2105050","url":null,"abstract":"Abstract Reflexivity, defined as the critical analysis of how one’s identity and values influence their scholarship, has been underscored as a crucial element of antioppressive scholarship. Despite its importance, reflexivity, and particularly its documentation, remains relatively uncommon in school psychology scholarship. In the following commentary, we introduce the need for reflexivity as it relates to the field’s commitment to antiracism, followed by a brief review of the literature on reflexivity, including its historical foundations and its previous applications within the fields of psychological research. We conclude with recommendations for the school psychology scholarly community for conceptualizing, conducting, and disseminating scholarship. Impact Statement Despite its importance, reflexivity, or the critical analysis of how one’s identity and values influence their scholarship, in school psychology scholarship remains uncommon. In this commentary, we introduce the need for reflexivity within school psychology scholarship and provide recommendations for the school psychology scholarly community. This manuscript serves as a call to increase implementation of a reflexive approach in school psychology scholarship.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"665 - 677"},"PeriodicalIF":3.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48607232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1080/2372966X.2022.2106155
Victor Villarreal, Felicia Castro-Villarreal, Lisa S. Peterson, Madeleine Bear, D. M. Cortés, Tanya Escobedo
Abstract We investigated characteristics of school-based mental health screening using multiple-gating (MG) approaches through a systematic review of the literature and proportional meta-analyses of screening participation and risk identification. The main analyses included 38 studies conducted in the United States. Pooled estimates indicate that approximately 72% of eligible students participated in initial screening, with 82% of eligible students participating in a second assessment. Approximately 24% of students participating in initial screening were identified as at-risk for mental health difficulties, with 65% identified at-risk in a second assessment. Participation rate was significantly associated with the type of consent process used, with participation rates of 55% and 58% in initial screening and a second assessment, respectively, for studies with active consent processes, and participation rates of 90% and 96% in initial screening and a second assessment, respectively, for studies with passive consent processes. Implications for future research and practice are provided. Impact Statement This study presents an initial review of school-based, multiple-gating (MG) mental health screening studies. Results indicate that low participation is a significant barrier to screening, which may influence the generalizability of research in this area. More inclusive practices are recommended, both to increase the number of students supported through screening and to improve research.
{"title":"Meta-Analysis of Proportions of Students Screened and Identified in Mental Health Multiple-Gate Screening Research","authors":"Victor Villarreal, Felicia Castro-Villarreal, Lisa S. Peterson, Madeleine Bear, D. M. Cortés, Tanya Escobedo","doi":"10.1080/2372966X.2022.2106155","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2106155","url":null,"abstract":"Abstract We investigated characteristics of school-based mental health screening using multiple-gating (MG) approaches through a systematic review of the literature and proportional meta-analyses of screening participation and risk identification. The main analyses included 38 studies conducted in the United States. Pooled estimates indicate that approximately 72% of eligible students participated in initial screening, with 82% of eligible students participating in a second assessment. Approximately 24% of students participating in initial screening were identified as at-risk for mental health difficulties, with 65% identified at-risk in a second assessment. Participation rate was significantly associated with the type of consent process used, with participation rates of 55% and 58% in initial screening and a second assessment, respectively, for studies with active consent processes, and participation rates of 90% and 96% in initial screening and a second assessment, respectively, for studies with passive consent processes. Implications for future research and practice are provided. Impact Statement This study presents an initial review of school-based, multiple-gating (MG) mental health screening studies. Results indicate that low participation is a significant barrier to screening, which may influence the generalizability of research in this area. More inclusive practices are recommended, both to increase the number of students supported through screening and to improve research.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"130 - 143"},"PeriodicalIF":3.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47334159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.1080/2372966X.2022.2093126
Claudia Rocha, Isabel Mendoza, Jennifer L. Lovell, Selina Espinoza, Carmen Gil, Magaly Santos, Aidan Cervantes
Abstract Youth-led participatory action research (YPAR) is a collaborative approach for engaging young people as experts and leaders in the research process. The purpose of this study is to showcase the potential of this methodology as a tool for social justice and equity work in schools. First, we review transformative and critical research paradigms that underpin the YPAR approach. Second, we provide an illustration of a YPAR project on youth well-being during the COVID-19 pandemic (May–June 2020). Participants included 375 middle- and high-school students living in an agricultural community (92% Latinx/Hispanic). The research design, recruitment, analysis, and interpretation were youth-led with support from adult allies. Youth researchers identified mental health and academic challenges among peers, and they successfully used survey results to advocate for increased mental health support at school. We discuss the potential and challenges of YPAR as a strategy to inspire youth-led changes to local policy and practice. Impact Statement This study is one of only a few published articles coauthored by youth researchers and sharing findings from a youth-led participatory action research (YPAR) project. We demonstrate how powerful youth leadership and advocacy can be for increasing access to mental health support in schools. School psychologists and adult allies should consider using YPAR as a tool for advancing equity and justice in collaboration with young people.
{"title":"Using Youth-Led Participatory Action Research to Advance the Mental Health Needs of Latinx Youth During COVID-19","authors":"Claudia Rocha, Isabel Mendoza, Jennifer L. Lovell, Selina Espinoza, Carmen Gil, Magaly Santos, Aidan Cervantes","doi":"10.1080/2372966X.2022.2093126","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2093126","url":null,"abstract":"Abstract Youth-led participatory action research (YPAR) is a collaborative approach for engaging young people as experts and leaders in the research process. The purpose of this study is to showcase the potential of this methodology as a tool for social justice and equity work in schools. First, we review transformative and critical research paradigms that underpin the YPAR approach. Second, we provide an illustration of a YPAR project on youth well-being during the COVID-19 pandemic (May–June 2020). Participants included 375 middle- and high-school students living in an agricultural community (92% Latinx/Hispanic). The research design, recruitment, analysis, and interpretation were youth-led with support from adult allies. Youth researchers identified mental health and academic challenges among peers, and they successfully used survey results to advocate for increased mental health support at school. We discuss the potential and challenges of YPAR as a strategy to inspire youth-led changes to local policy and practice. Impact Statement This study is one of only a few published articles coauthored by youth researchers and sharing findings from a youth-led participatory action research (YPAR) project. We demonstrate how powerful youth leadership and advocacy can be for increasing access to mental health support in schools. School psychologists and adult allies should consider using YPAR as a tool for advancing equity and justice in collaboration with young people.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"608 - 624"},"PeriodicalIF":3.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43467352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1080/2372966X.2022.2098813
Cixin Wang, Charissa S. L. Cheah, Jia Li Liu, Qianyu Zhu, Mazneen Havewala, Ruofan Ma, Yeram Cheong, Madison Housden
Abstract A surge of racism and xenophobia toward Asian Americans during the COVID-19 pandemic has led to high levels of stress within this community. We conducted in-depth semistructured interviews with 40 Chinese American parents (35 mothers, Mage = 40.86; SD = 5.59) with elementary school-aged children (Mage = 8.76; SD= 2.17) to understand parents’ perception of their children’s experiences with discrimination and how schools can support Asian American students. Interviews were coded using thematic analyses. The majority of parents (n = 28, 70%) expressed concerns about racial discrimination for their children. However, 28 (70%) parents did not have any specific discussions about racism and discrimination with their children partially because parents felt that the topic of race/racial discrimination was too complex for children to understand. Some parents (22.5%) were also worried that too much discussion about race and discrimination would trigger more discrimination. We identified parents’ beliefs about potential risk and protective factors for racial bullying and discrimination. Parents also generated strategies regarding how schools can help prevent racial discrimination for Asian American students. These strategies set the foundation for collaborative efforts and solutions to prevent bullying and mitigate the harm caused by the historically-based marginalization of Asian Americans during the COVID-19 and beyond. IMPACT STATEMENT This is one of the first qualitative studies to understand Chinese American parents’ perception of their children’s experiences with racial discrimination during COVID-19. Based on the thematic analysis of 40 interviews, we identified parents’ beliefs about potential risk and protective factors for racial discrimination and how schools can help prevent bullying and discrimination for Asian American elementary students. These parent-generated strategies can set the foundation for collaborative efforts to prevent bullying and mitigate the harm caused by the historically-based marginalization of Asian Americans during the COVID-19 pandemic and beyond.
{"title":"Parents’ Perspectives Regarding Anti-Asian Racism During COVID-19: Supporting Elementary Students at School","authors":"Cixin Wang, Charissa S. L. Cheah, Jia Li Liu, Qianyu Zhu, Mazneen Havewala, Ruofan Ma, Yeram Cheong, Madison Housden","doi":"10.1080/2372966X.2022.2098813","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2098813","url":null,"abstract":"Abstract A surge of racism and xenophobia toward Asian Americans during the COVID-19 pandemic has led to high levels of stress within this community. We conducted in-depth semistructured interviews with 40 Chinese American parents (35 mothers, Mage = 40.86; SD = 5.59) with elementary school-aged children (Mage = 8.76; SD= 2.17) to understand parents’ perception of their children’s experiences with discrimination and how schools can support Asian American students. Interviews were coded using thematic analyses. The majority of parents (n = 28, 70%) expressed concerns about racial discrimination for their children. However, 28 (70%) parents did not have any specific discussions about racism and discrimination with their children partially because parents felt that the topic of race/racial discrimination was too complex for children to understand. Some parents (22.5%) were also worried that too much discussion about race and discrimination would trigger more discrimination. We identified parents’ beliefs about potential risk and protective factors for racial bullying and discrimination. Parents also generated strategies regarding how schools can help prevent racial discrimination for Asian American students. These strategies set the foundation for collaborative efforts and solutions to prevent bullying and mitigate the harm caused by the historically-based marginalization of Asian Americans during the COVID-19 and beyond. IMPACT STATEMENT This is one of the first qualitative studies to understand Chinese American parents’ perception of their children’s experiences with racial discrimination during COVID-19. Based on the thematic analysis of 40 interviews, we identified parents’ beliefs about potential risk and protective factors for racial discrimination and how schools can help prevent bullying and discrimination for Asian American elementary students. These parent-generated strategies can set the foundation for collaborative efforts to prevent bullying and mitigate the harm caused by the historically-based marginalization of Asian Americans during the COVID-19 pandemic and beyond.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"435 - 452"},"PeriodicalIF":3.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47545898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1080/2372966x.2022.2094284
Renee Bergeron, Randy Floyd, P. McNicholas, Ryan L. Farmer
{"title":"Assessment of Intellectual Disability With the Wechsler Intelligence Scale for Children, Fifth Edition: Analysis of Part Score Profiles and Diagnostic Outcomes","authors":"Renee Bergeron, Randy Floyd, P. McNicholas, Ryan L. Farmer","doi":"10.1080/2372966x.2022.2094284","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2094284","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42378600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-20DOI: 10.1080/2372966X.2022.2094283
Sujay V. Sabnis, Daniel S. Newman
Abstract Calls for school psychology researchers to produce scholarship explicitly centered on social justice have grown in recent years. There is a growing community of scholars dedicated to this research area but the knowledge base produced so far remains narrow and constrained in nature. We connect the constrained nature of this scholarship to the epistemological dominance of objectivism which has manifested in many ways, including calls to standardize the meaning of social justice. Social justice researchers must produce their research (whether qualitative, quantitative, or mixed) within the confines of objectivist culture even though social injustice exceeds the constraints of any one epistemological framework. We argue that in order to foster social justice research in school psychology, a plurality of epistemologies is crucial. We present the epistemology of constructionism, and provide various examples of what an epistemologically diversified approach to school psychology research, practice and teaching in social justice may look like. Impact Statement The authors critique the restrictive role of objectivism in social justice-related research in school psychology. This paper can assist the field of school psychology to broaden its epistemological boundaries through constructionism which in turn can allow equity-oriented school psychologists to have a deeper engagement with issues of power, inequity, and injustice in research, practice, and teaching.
{"title":"Epistemological Diversity, Constructionism, and Social Justice Research in School Psychology","authors":"Sujay V. Sabnis, Daniel S. Newman","doi":"10.1080/2372966X.2022.2094283","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2094283","url":null,"abstract":"Abstract Calls for school psychology researchers to produce scholarship explicitly centered on social justice have grown in recent years. There is a growing community of scholars dedicated to this research area but the knowledge base produced so far remains narrow and constrained in nature. We connect the constrained nature of this scholarship to the epistemological dominance of objectivism which has manifested in many ways, including calls to standardize the meaning of social justice. Social justice researchers must produce their research (whether qualitative, quantitative, or mixed) within the confines of objectivist culture even though social injustice exceeds the constraints of any one epistemological framework. We argue that in order to foster social justice research in school psychology, a plurality of epistemologies is crucial. We present the epistemology of constructionism, and provide various examples of what an epistemologically diversified approach to school psychology research, practice and teaching in social justice may look like. Impact Statement The authors critique the restrictive role of objectivism in social justice-related research in school psychology. This paper can assist the field of school psychology to broaden its epistemological boundaries through constructionism which in turn can allow equity-oriented school psychologists to have a deeper engagement with issues of power, inequity, and injustice in research, practice, and teaching.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"625 - 638"},"PeriodicalIF":3.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48163702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-20DOI: 10.1080/2372966X.2022.2093125
Chynna S. McCall, Monica E. Romero, Wenxia Yang, Tanya Weigand
Abstract The approaches we are using presently with social–emotional learning (SEL) curricula are not truly meeting the needs of our students. SEL programs have proven successful in many areas of mental and social wellbeing but fall short of their intended goals of promoting social warmth and human relationships. The literature suggests that minoritized students consistently report issues with perceptions of fit in the classroom environment, and these perceptions have known negative effects on academic and social outcomes. Current SEL curricula largely reflect White, middle class, American beliefs and values, perpetuating the negative social arrangements of disenfranchisement and marginalization. There is a significant need to reframe SEL curriculum development to remove this majority influence and encourage school stakeholders to challenge existing social inequities. SEL curricula have the potential to be key elements in creating more equitable school communities by more effectively addressing discrimination and prejudice through their frames of reference and the skills they help students and other stakeholders develop. Future research, actionable items and recommendations regarding how to adapt current SEL curricula are also discussed. Impact Statement Current social–emotional learning (SEL) continues to perpetuate systems of oppression and fails to meet the needs of our minoritized student populations (Black/indigenous/people of color, LGBTQ+, dis/abled, immigrant, etc.). The school psychologist is integral in helping to facilitate the shift in the focus of SEL from “fixing” the deficits of individual students to focusing on the social contexts and social systems that affect the entire classroom, school, and community in order to more effectively meet the needs of minoritized student populations.
{"title":"A Call for Equity-Focused Social-Emotional Learning","authors":"Chynna S. McCall, Monica E. Romero, Wenxia Yang, Tanya Weigand","doi":"10.1080/2372966X.2022.2093125","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2093125","url":null,"abstract":"Abstract The approaches we are using presently with social–emotional learning (SEL) curricula are not truly meeting the needs of our students. SEL programs have proven successful in many areas of mental and social wellbeing but fall short of their intended goals of promoting social warmth and human relationships. The literature suggests that minoritized students consistently report issues with perceptions of fit in the classroom environment, and these perceptions have known negative effects on academic and social outcomes. Current SEL curricula largely reflect White, middle class, American beliefs and values, perpetuating the negative social arrangements of disenfranchisement and marginalization. There is a significant need to reframe SEL curriculum development to remove this majority influence and encourage school stakeholders to challenge existing social inequities. SEL curricula have the potential to be key elements in creating more equitable school communities by more effectively addressing discrimination and prejudice through their frames of reference and the skills they help students and other stakeholders develop. Future research, actionable items and recommendations regarding how to adapt current SEL curricula are also discussed. Impact Statement Current social–emotional learning (SEL) continues to perpetuate systems of oppression and fails to meet the needs of our minoritized student populations (Black/indigenous/people of color, LGBTQ+, dis/abled, immigrant, etc.). The school psychologist is integral in helping to facilitate the shift in the focus of SEL from “fixing” the deficits of individual students to focusing on the social contexts and social systems that affect the entire classroom, school, and community in order to more effectively meet the needs of minoritized student populations.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"586 - 607"},"PeriodicalIF":3.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46938557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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