Social Emotional and Social Justice Learning in Fenway High School: Interactions and Considerations

• In Event: Learning From Successful Practice: Social Emotional Learning in Three Diverse Urban High Schools

Abstract

Purpose
This paper describes opportunities for social emotional learning (SEL) and social justice learning (SJL) at Fenway High School and considers the ways in which these educational approaches interact. Fenway is a successful small public high school located in Boston, MA that serves primarily students of color (47% Latino, 40% Black; free/reduced lunch: 69%) and achieves a 90% 4-year graduation rate.

Framework
This case study is part of a larger project led by the Stanford Center for Opportunity Policy in Education (SCOPE). The framework draws on research related to the Collaborative for Academic, Social and Emotional Learning’s five core components of SEL (CASEL; Devaney et al., 2006), Darling-Hammond’s (2002) conceptualization of SJL in high schools, and social emotional factors in education (Farrington et al., 2012).

Methods and Data Sources
To learn about how SEL and SJL are implemented, the researchers conducted two site visits to Fenway during the winter and spring of 2013. They observed classes and key events, interviewed a range of stakeholders, reviewed key documents, and oversaw administration of a student survey. All protocols and the survey were developed by SCOPE. The school was purposively selected as one that evidenced strong practice of SEL and SJL as well as successful student outcomes. Data sources included: survey results, interview and observation notes, and school documents.

Results and Significance
Implementation of SEL and SJL: Fenway has extensive and sophisticated systems for SEL and SJL based on deeply held cultural norms and beliefs. Systems for SEL include dedicated student support staff, safety guidelines that emphasize emotional and physical safety, and faculty committed to knowing students deeply and well. Systems for SJL include the schools’ multi-year humanities curriculum, electives, and practices encouraging student voice.

Ways that SEL and SJL interact: SEL and SJL interacted at Fenway in varied ways, not all of which were predicted based on previous literature. For example:

• SEL may lead to SJL—Leaders and teachers believe that students succeed in their academic work because of their relationships with adults and their SEL. Doing well allows them to build a better future, thus overcoming injustices that they and their communities have experienced.
• SEL and SJL may be in opposition to one another—There is a debate over admissions procedures in the school. Those favoring open admission consider that it more just; others believe the current procedure sets the stage for SEL.
• SEL and SJL may be complex—There are discussions within the school on whether tracking should be done in certain instances or whether all classes should integrate all students.
• SEL and SJL may change over time—According to student survey results, students in 12th grade showed higher levels of socio-emotional connection than students in 10th grade. However, 12th graders showed lower levels of commitment to social justice than 10th graders.

SEL and SJL can contribute to student success in high school and beyond. Scholars and practitioners need a clearer understanding of how they can be successfully implemented in practice and policy to improve student experiences and outcomes.

Authors

• Elisabeth Barnett, Teachers College, Columbia University

• Jennifer E. Kim, Teachers College, Columbia University