Toward Culturally Responsive Social-Emotional Learning: Teachers’ Praxis and Challenges in Supporting Students From Refugee Backgrounds

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Socially Just Education (Table 26)

Abstract

Although a growing body of literature has recognized the importance of culturally responsive SEL in promoting the social-emotional well-being of refugee children, there is a paucity of literature on the experiences of teachers working directly with refugee students. Additionally, most of the few qualitative studies in this area are based on teachers’ self-reported interview data, which is limited in fully capturing teachers’ praxis of culturally responsive SEL for refugee migrant youth. To address the gap, I conducted participatory classroom observation and in-depth interviews with teachers to deeply explore teachers’ experiences of culturally responsive SEL practice at one elementary school with the massive influx of refugee newcomers. This study’s more situated data extends the theory and practices of culturally responsive SEL.

Author

• Hannah Kim, University of Colorado - Boulder