Supporting Transformative Social and Emotional Learning Implementation Through a Collaboratory for Inclusion

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

Abstract

The purpose of this paper is to share the Collaboratory for Inclusion- an intentional approach to transformative SEL implementation that schools can leverage to implement SEL that is equitable and inclusive of students with disabilities (SWDs). A transformative SEL approach embraces learner cultural identity, agency, belonging, and engagement – and we add diverse ways of knowing, perceiving, and navigating the world (Hehir, 2002; Rappolt-Schlichtmann et. al., 2020) – as central tenants of intervention programming (Jagers et al., 2019; Williams et al., 2020). Transformative SEL will require active perspective-taking in the service of the students most marginalized within school communities- including explicitly SWDS- to achieve robust outcomes for all. Theoretical Frame. The Collaboratory for Inclusion was conceived in an effort to better understand the relationship between Culturally Responsive Pedagogy (CRP; Barnes & McCallops, 2019; Gay, 2018) and Universal Design for Learning (UDL; CAST, 2018). CRP recognizes students’ cultural characteristics, experiences, and perspectives in all aspects of instruction to motivate learning and engage students effectively with optimal relevance across contexts. UDL recognizes students’ variability in how they are engaged and motivated to learn, perceive and comprehend information, as well as, navigate the learning environment and express what they know. The UDL framework and guidelines support educators to proactively design learning that all people can meaningfully access and participate in. These two frameworks for equity have been siloed from each other in the literature – the first dealing with issues of discrimination related to race, culture, and ethnicity, and the second dealing with issues of discrimination related to disability (e.g., having a learning disability, cerebral palsy, or being Autistic, Blind or Deaf, etc.). Of course, in reality, disability is experienced across racial, ethnic, and cultural boundaries. And, in fact SWDs who are also members of a marginalized race or ethnicity comprise the most underserved group within the American public-school system (US DOE, 2019). Method of Inquiry. We piloted the approach through a multi- year case study documenting and analyzing one public school district's experience – Manchester Essex Regional School District (MERSD) – during the implementation of a universal school-based SEL intervention – RULER. The MERSD school district includes two towns, four schools, and a total student population of approximately 1,270 students, of which 27% are considered high needs and 18% are SWDs. Results. The Collaboratory for Inclusion consists of two phases: (1) discovery, which focuses on critical self- and social awareness through effortful and scaffolded perspective-taking, and (2) explore, focused on data-driven decision-making rooted in empathy and fueled by data literacy to design learning environments that are equitable and inclusive. Figure 1 illustrates the components and their iterative relationship. Significance. Over the last five years we have witnessed a seismic shift in how efforts to address diversity, equity, access, and inclusion in SEL are conceptualized. This paper addresses a documented gap in the specific strategies and evidence to inform the transformative SEL approach, providing explicit guidance for how schools can implement transformative SEL well in the service of all learners (Cipriano et al., 2022; Jagers et al., 2019).

Authors

• Christina Cipriano, Yale University
  Presenting Author

• Gabrielle Rappolt-Schlichtmann, EdTogether, Inc.
  Non-Presenting Author

• Lauren Hunter Naples
  Non-Presenting Author

• Abigail Eveleigh
  Non-Presenting Author