Increasing Equity in Social and Emotional Learning for Students From Marginalized Populations

• In Event: Five Perspectives on Leveraging Systemic Social and Emotional Learning to Create Equity in Schools

Abstract

As American schools become more diverse, they must determine ways to support children with a wide range of academic and social-emotional needs (Council on Community Pediatrics, 2016). To meet this goal, many schools have adopted SEL practices to teach emotion management and interpersonal skills (Jagers et al., 2019). While SEL is intended to improve children’s academic, emotional, and social success, many of the prevalent SEL school practices fail to address the inequities that marginalized students face (Gregory & Fergus, 2017). The purpose of this presentation is to discuss one district’s use of systemic SEL to create SEL programming that was relevant to their student population and that increased access to SEL for marginalized populations (i.e., students of color, English language learners, students with disabilities, and those experiencing poverty and residential mobility).
Theoretical Framework. Systemic SEL is a framework in which school-wide SEL programming is initiated and sustained by structural support and resources at higher educational levels (i.e., district, state, federal; Oberle et al., 2016). This approach to SEL can be used to support equitable learning conditions for all students (Mahoney et al., 2020). Key to successful systemic SEL implementation in schools is policy coherence at the state, district, and local school levels. Policy coherence refers to the process in which schools and school district central offices work together to continually negotiate the fit between external demands on schools and schools’ own goals and strategies (Honig & Hatch, 2004). Additionally, Mahoney and colleagues (2020) suggest a focus on four areas to support systemic SEL: (1) building a shared plan and supports for implementation, (2) strengthening adult SEL competencies and capacity, (3) promoting SEL for students, and (4) engaging in continuous improvement.
Methods and Results. Using the methodology of a single case study (Crowe et al., 2011), the presentation offers insight into one school district’s use of Mahoney and colleagues’ (2020) systemic SEL framework. District administrators discussed actions that they took at each of the four areas presented by Mahoney, products from that area, and how these products then informed work in other areas of the framework. Through this case study, five recommendations were noted for future use by districts with diverse populations interested in using the systemic SEL framework.
Significance. Through this case study of a robust systems-change effort, we learn more about the challenges and successes of implementing the systemic SEL framework in a diverse school district. This case sheds light on the implementation approach needed to ensure that SEL initiatives are sustainable and accessible to every student, regardless of their background or circumstances.

Authors

• Tia Navelene Barnes, University of Delaware
  Presenting Author

• Jocelyn Easley Brown
  Non-Presenting Author

• Melissa Stoffers, University of Delaware
  Non-Presenting Author

• Jurni Jackson, University of Delaware
  Non-Presenting Author

• Yu Xia, University of Delaware
  Non-Presenting Author

• Amanda Wells
  Non-Presenting Author

• Alexcia Bryant
  Non-Presenting Author