Crafting a Culturally Relevant Social-Emotional Learning Curriculum in South African Schools: Addressing Student Needs Amidst Cultural Considerations and Provider Challenges

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Cultural Relevance and Responsiveness in Curriculum and Teaching Practice (Table 2)

Abstract

This research delves into the challenges associated with creating culturally relevant Social-Emotional Learning (SEL) initiatives in South African schools as, in the absence of nationally established SEL standards, schools must navigate this terrain independently. The study employs in-depth interviews and thematic analysis to explore these intricacies. Preliminary findings from a single interviewee suggest a potential oversight in the SEL curriculum's capacity to address the diverse needs of the student body. This observation underscores the necessity for theoretical robustness and cultural responsiveness. Anticipating practical insights, the research aims to prompt a reassessment of existing curricula and inform future SEL initiatives within the educational landscape of South Africa.

Author

• Tayla Stephen, University of Missouri