Creating conditions for social-emotional learning: An ecological framework

ABSTRACT

This article examines the ways in which racist structures negatively affect students’ social and emotional development and how social-emotional learning (SEL) may be a useful tool to push against racist structures to develop students socially and emotionally. We propose an ecological framework to examine how micro-, meso-, and macro-level structures influence students’ social and emotional development. Our framework is anchored on the juxtaposition of learning versus schooling. We examine what it means to practice SEL versus social-emotional schooling (SES). We argue learning is a holistic process contingent upon centering identity and community. Conversely, schooling is a process that seeks to conform students to ways of understanding that reify the status quo and hinder critical thinking. We identify the practices of SEL and SES by analyzing them at the classroom (micro), school building (meso), and school district level (macro). We argue all 3 levels must be leveraged to create the conditions conducive for SEL to permeate the school and disrupt racism in schools.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional Resources

Markowitz, N. L., & Bouffard, S. M. (2020). Teaching with a social, emotional, and cultural lens: A framework for educators and teacher educators. Harvard Education Press.

Teaching with a Social, Emotional, and Cultural Lens” serves as a critical roadmap for K-12 and higher education educators, hoping to infuse essential skill-building into the everyday academic learning that is the traditional focus of schools.

Simmons, D. (2019). Why we can’t afford whitewashed social-emotional learning. ASCD Education Update, 61, 2–3.

Simmons argues that without context, SEL can become “white supremacy with a hug.” By designing SEL experiences that question and confront inequity, educators give students the skills to navigate and disrupt inequities. Simmons demonstrates how to foster courageous conversations across differences so that students can confront injustice and hate.

Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54, 162–184.

This article seeks to develop transformative SEL, SEL intended to promote equity. Jagers et al. focus on issues of race/ethnicity as a first step toward addressing the broader range of extant inequities. Jagers and his colleagues also point to programs and practices that hold promise for cultivating these competencies and the importance of adult professional development.