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Building Capacity to Support Culturally Responsive Social-Emotional Learning Practices in Schools
Abstract
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.
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