A Systematic Review of Intersectional Identity Representation in Universal Elementary School-Based Social and Emotional Learning Interventions

• In Event: Race-Conscious Practice and Representation in Contemporary Social and Emotional Learning

Abstract

Despite the increased attention, spending, and inclusion of SEL standards across schools, districts, and states, the ever-growing evidence reporting positive effects of SEL on student academic and non-cognitive outcomes is neither representative nor generalizable to the entirety of the student population (Domitrovich et al., 2017; Jagers et al., 2018, Rowe & Trickett, 2018). The rich complexities of student intersectional identities are largely underexplored in the field of SEL in part as a result of methodological precedence in educational research; effect size requirements to detect intervention effects with adequate power disincentive disaggregating students for multigroup analyses beyond general indicators (i.e., grade, gender, race, or disability status; Alexander, 2020; Rowe & Trickett, 2018). Although there is considerable momentum in the field to explore SEL in the promotion of equity in schools (Jagers et al., 2019), the extent to which diverse student groups are accessing and benefiting from SEL has yet to be defined (Rowe & Trickett, 2018).

This session will present findings from a systematic review guided by current best practices (Pigott & Polanin, 2020) of universal school-based SEL interventions serving elementary school populations from January 1, 2008 through February 1, 2020 to uncover the extent to which intersectional student identities are represented in SEL programming for school-aged children. To promote the development and sustainability of evidence-based SEL teaching practices for all students, this review details the current state of evidence available in support of SEL for the wide spectrum of diversity that shapes contemporary classrooms across the country. We will discuss the critical implications of our findings—as an empirical foundation for future investments in SEL, providing a recommended framework for the minimum reporting standards necessary to promote representation of intersectional student identities and the generalizability of effects in future SEL research.

Authors

• Christina Cipriano, Yale School of Medicine

• Lauren Hunter Naples, Yale University

• Melissa Funaro, Yale University School of Medicine

• Abigail Eveleigh, Yale University

• Michael McCarthy, University of Rochester

• Gabrielle Rappolt-Schlichtmann, EdTogether, Inc.