Enhancing Equity Through an ELD/SEL Hybrid Model: Empowering Educators and Students

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Addressing Culturally and Linguistically Responsive SEL in Schools (Table 3)

Abstract

This quantitative study explores the impact of a Social Emotional Learning (SEL) and English Language Development (ELD) hybrid curriculum, designed by a County Office of Education in California, on teacher self-efficacy and student outcomes. Integrated ELD and SEL were woven in 4 instructional modules designed to be delivered in-person, aligned with national and state CASEL competencies, the state SEL Framework, and ELA/ELD standards, to ensure equitable access across English proficiency levels. Effective training, demonstrations, and coaching supported the year-long implementation. Results include significant improvements in teacher self-efficacy and positive trends in student outcomes such as attendance, discipline, and reclassification rates. The project identified existing and needed support to increase linguistically and culturally affirming access to SEL for all students.

Authors

• Soomin Chao, California State University - Fullerton

• Natasha Neumann, California Polytechnic State University - San Luis Obispo

• Roberta Gonzalez, University of Southern California