School Leaders' Use of Social Emotional Learning for Racial Justice: A Critical Frame Analysis

• In Event: Creating Greater Justice in Schools: Considering New Paths Forward

Abstract

This paper investigates how leaders connect social-emotional learning (SEL) with anti-racist practices. The study employs critical frame analysis and draws on qualitative data from three schools within one district. We found that leaders framed anti-racism work as similar to familiar SEL practices to encourage teachers’ implementation and framed SEL as a tool to mitigate white teachers’ defensiveness during discussions of race and as a means for teachers to learn about students’ racialized experiences. These leaders’ approach suggests a race-conscious vision of SEL leadership.

Authors

• Stephanie Forman, University of Washington - Seattle

• James Lamar Foster, University of Washington - Seattle

• Jessica G. Rigby, University of Washington