Social emotional learning and cultural relevancy: Real world challenges

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.

Keywords:

• diversity
• social emotional learning
• student services personnel

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Elizabeth M. Vera

Elizabeth Vera is a Professor in the School of Education at Loyola University Chicago. She studies systemic influences on the well-being of culturally and linguistically diverse youth.