“Questions need to be asked”: Incorporating youth perspectives into social and emotional learning survey development

• In Event: Co-Developing Approaches for Critical Data-Based Decision Making to Improve Social and Emotional Learning Practices for Equity

Abstract

Background: The extant literature on positive youth development and youth voice emphasize the need to illuminate perspectives from young people. Assessments that measure the social and emotional learning (SEL) experiences of youth must be developed in consultation with them, where they have the opportunity to offer insights and refine measure development. In engaging in an iterative process for SEL measure development, it is critical that students’ perspectives are included to inform critical data-driven decision-making (cDDDM) and monitor equitable impact.

Objectives: Middle and high school students were asked about their experience with the survey items. The primary aims were to: 1) explore students’ perceptions of whether the survey could potentially do any harm or be misused, and 2) identify students’ suggestions to improve the relevance of the survey items for youth.

Methods: In the spring of 2023, four one-hour focus groups were conducted with middle and high school students in California (N=17). Youth were aged 11-17, identified as Hispanic or Latinx (47%), Asian (24%), White (24%), and Black (12%), and as boys (47%), girls (47%), and non-binary (6%). Students completed 22 survey items measuring school climate and well-being, and then indicated items that were confusing, unclear, or hard to answer. In the semi-structured focus groups, students were asked about their experience with the survey items. Reflexive thematic analysis was used to identify themes and illustrative quotes.

Results: Two themes were generated regarding how youth reacted to survey items. First, students confirmed that the items are clear and relevant to youth and their experiences in schools. Students consistently described that the survey items were easy to understand and respond to. Some students provided suggestions for improving item clarity. While the majority of students did not express concern about being uncomfortable or hesitant to answer the survey items, a minority of students shared preferences that generated a second important theme related to the use of survey findings and reducing potential harms. A few students shared their preference for anonymous administration by the district, as they were concerned about how survey responses related to their emotional experiences would be used.

Significance: Student voice is critical for high quality SEL implementation and school improvement. SEL assessments, such as the [SURVEY NAME], that are relevant to students' experiences can promote transparency and equity among diverse students. The youth suggestions spurred the research team’s decision to adapt several survey items for clarity and inclusivity. The findings shine a light on the importance of adults’ awareness of survey topics that could be potentially harmful for youth. Adults can avoid potential ambiguities and harms to youth by 1) Openly and honestly communicating the intended use of survey findings before youth complete the survey, and 2) affirming student voice and experiences shared in the survey responses by acting upon the aggregate data.

Authors

• Amia Nash, University of California - Berkeley

• Kamryn Morris, University of California - Berkeley

• Addison Duane, Sacramento State University

• Valerie Shapiro, University of California - Berkeley