Equity, Social Emotional Learning, and Candidate Well-Being: Supporting Teacher Candidates and Equipping Graduates to Create Classrooms That Operate as Safe Equitable Academic Spaces

• In Event: Social Emotional Learning for Equity, Well-Being, and Emotional Justice in Higher Education

Abstract

Theoretical Framework
The inclusion of social emotional learning (SEL) in Ohio’s strategic plan for education (ODE, 2018) is clear acknowledgement that climate and school safety are integral to education. Educator preparation programs (EPPs) have a responsibility to ensure that candidates can create safe and equitable learning environments for all students. Recognizing the value and impact of integrating SEL, culturally responsive/sustaining pedagogy (CRT/CSP) and equitable practices into professional practice is critical to establishing and maintaining an inclusive and supportive classroom environment.

This presentation describes how one EPP models and embeds SEL (CRTWC, 2018), CRT & CSP (Ladson-Billings,1995; Paris & Alim, 2014), anti-racist (Picower, 2021) and abolitionist teaching practices (Love, 2019) to support the candidates in their own personal growth and development. Additionally, it will detail how coursework and clinical placements provide the framework for candidates to develop their own philosophical perspective that promotes equity, inclusion, student well-being and ultimately academic achievement for all students.

Data Sources
For our process inquiry, we drew on various artifacts including: project objectives; course/program revisions; survey data; course/program matrix showing embedding of SEL/CRT elements across the curriculum; course readings, assignments and sample student projects that reflect the inclusion of anti-racist and abolitionist teaching practices; and a crosswalk aligning the SEL/CRT elements with the department’s student teaching observation protocol are combined to create a multimodal narrative of professional transformation and journey toward organizational change.

Findings
As faculty, we experienced unexpected changes in our own teaching philosophies and practices as we implemented new student learning outcomes, curriculum and projects; engaged students with new content and field activities; and reviewed data. We expected our classroom instruction on SEL/CRT would manifest in our teacher candidates’ teaching and benefit their future students. However, as we reflected together, we recognized our preservice teachers needed SEL/CRT now as their lives were drastically changed in a short time. Hence, activities for mindfulness, building trusting relationships, and self-management were beneficial for our own classroom communities, relationships with students, ability to foster self-reflection, and teaching of academic content. In essence they were actively learning and embedding SEL/CRT practices that would arm them to support students in K-12 spaces.

Further Research/Scholarly significance
This work both validates the teaching and utilization of the aforementioned practices at the university level and highlights the potential impact this could have on the professional
knowledgebase and practices of future teachers. This presentation appeals to EPP faculty and administrators as they seek to support the development of socially conscious, culturally responsive educators who recognize that social emotional learning is at the core of academic achievement.

Authors

• Rochonda Lynn Nenonene, University of Dayton
  Presenting Author

• Novea McIntosh, University of Dayton
  Presenting Author