Student Adversity and Leader Stress: A Critical Race Analysis of State Social-Emotional Learning Policy

• In Event: When Educational Realities Meet the Politics of Race

Abstract

Social-Emotional learning (SEL) aims to promote student wellbeing, cross-cultural understanding, and healthy relationships – aims underscored by the COVID-19 pandemic and global protests over racial violence and injustice. We used a Critical Race Theory policy analysis framework to examine the extent to which New York State’s SEL policy guidelines promote student and educator wellbeing, and actualizes or constrains SEL core aims. Our findings build on research suggesting that the embeddedness of white middle-class norms in SEL policy threatens to undermine the realization of such aims. Specifically, the failure to address structural factors driving student adversity maintains white privilege and supremacy within policy and practice and decreases overall school wellbeing. Implications for research, policy, and practice are offered.

Authors

• Anthony Leanord White, University at Buffalo - SUNY

• Melinda Lemke, University at Buffalo - SUNY