Elevating the Experiences of Diverse Elementary Students Within Social and Emotional Learning

• In Event: Take a STAND: Advancing Student Agency, Inclusion, and Diversity in Social and Emotional Learning

Abstract

Objectives. The field, funding, and fame of SEL are seeing rapid growth, particularly through the use of Universal School-Based SEL (USB SEL). For many schools, the use of SEL interventions is now a priority as SEL programming increases primary and secondary student well-being (Durlak et al., 2011, Mahoney et al., 2021). Elementary school is a pivotal time in development when students are well positioned to build social and emotional skills (Payton, et al., 2008). The aim of this study is to elevate a range of elementary student voices and identities with the objective of understanding how diverse learners in elementary school access SEL. In this study, diverse learners are defined as having an IEP or informally identified by the classroom teacher as having a learning difference, such as a history of trauma, experience of poverty, or as an English language learner. Perspectives. As the use of SEL expands, so does the importance of providing universal and equitable programming for all learners. To date, the identified barriers and opportunities of USB SEL are from adult stakeholders: teachers, school leaders, and policymakers (Authors, 2022; Authors, in press). The narrative is incomplete. Student intersectional identities are under-researched and under-reported in USB SEL (Authors, 2022). We must establish how diverse learners’ experiences, perspectives, and suggestions differ from adults and elevate the voices of those most impacted, the students. Methods. This study employed a grounded theory qualitative research design, using contextual analysis of artifacts and thematic coding of focus groups and classroom observations. Data are presented as universal themes and disaggregated by grade to understand and act upon the wealth of diverse information provided by the participants. Data. Throughout the 2021-2022 school year, a team of four researchers collected data in three schools and with 24 students in the Northeastern region of the United States. Data included an array of student and classroom artifacts, video recordings of educator SEL lessons, field notes from classroom observations, and focus group memos. During the year, 25 classroom observations were conducted, and 25 focus groups were held both in-person and using virtual video conferencing software (Zoom). Results. Emergent themes from student participants highlight (1) the benefits of connecting SEL to embodiment and physical movement, (2) challenges in applying SEL strategies outside of structured lessons, (3) opportunities for SEL to teach inclusion and diversity, and (4) student sense of self-efficacy through participation in the focus groups (see Table 1). Significance. This study offers important narratives of the positive and negative experiences young diverse learners have within SEL with the goal of better understanding USB SEL for all. Findings offer new directions for SEL program developers, educators who implement SEL with diverse learners, and researchers who are interested in equity and inclusion standards within SEL from the perspectives of the students they serve.

Authors

• Miranda Wood, Yale University
  Presenting Author

• Kaveri Sehgal, Northeastern University
  Presenting Author

• Christina Cipriano, Yale University
  Non-Presenting Author

• Lauren Hunter Naples, Yale University
  Presenting Author