Social Emotional Liberation: Culturally Responsive Socioemotional Supports for Black Students With Emotional and Behavioral Disorders

• In Event: Addressing Needs, Disparities, and Inclusive Strategies for Students With Autism or Emotional and Behavioral Disabilities

Abstract

The Individuals with Disabilities Education Act mandates inclusive education, yet Black students with emotional and behavioral disorders (EBD) are disproportionately placed in restrictive settings, leading to poor outcomes. Urban schools serving high populations of Black students from low-income communities face additional challenges. To address this, culturally responsive Social and Emotional Learning (SEL) interventions can support students' needs. Limited research explores SEL's effectiveness for Black elementary students with or at risk for EBD. This systematic literature review aims to analyze culturally responsive evidence-based practices, specifically focusing on SEL interventions, to support Black students' socioemotional needs. The findings will inform interventions that promote equity and success for Black students in urban schools, mitigating disparities in discipline and fostering self-regulation.

Authors

• Sharde Theodore, Florida International University

• Ayodele Patience Aborishade, University of Nevada - Las Vegas

• Buruuj Tunsill, Alabama Agricultural and Mechanical University