Beyond SEL Program Implementation: Improving Adult SEL for Safe Environments and Equitable Day-to-Day Practices in Classrooms

• In Event: Moving From Trendy to Transformative Social and Emotional Learning: A Conversation With Practitioners and Scholars

Abstract

Objectives or Purposes
The purpose of this paper is to demonstrate the importance of developing adult SEL for safer and more equitable classroom environments that provide a sense of belonging even without SEL program implementation. Although an increasing amount of research has been done on SEL of young children and youth, little is known about adult SEL abilities. This paper, therefore, reviews the promotion of adult SEL using building adult capabilities (Shonkoff, 2013) and culturally relevant practice (Ladson‐Billings, 1995) as a framework and demonstrates useful SEL practices that preservice and continuing practitioners and educators can utilize as they develop their own SEL.

Perspective(s) or Theoretical Framework
SEL programs have shown to positively influence students’ social and emotional development; however, some researchers assert that traditional and trendy SEL programs are typically insensitive and irrelevant for Children of Color as the majority of those programs have been centered around white, mainstream culture (Madda, 2019). Thus, it is highly likely that whitewashed values and ideas have been perpetuated unintentionally by adults even in classrooms which aim for equity and social justice (Simmons, 2021). To break the cycle of this unintentional influence of SEL programs imposed on children and youth, this paper argues for the importance of developing adult SEL. Teachers’ SEL may become an anchor of their character, teaching practices, and advocation for equity and social justice (Frey et al., 2019).

Methods
The author conducts a systematic review of literature on Theory of Change and the development of adult capabilities, as well as the importance of day-to-day practices of SEL for safer and more equitable classroom environments. Also drawing from the author’s own practical experiences as a coach and workshop facilitator in SEL, equity, and social justice for college students and educators, this paper provides both preservice and practicing educators with plenty of practical methods to deconstruct their current curriculum and pedagogy and to improve their own SEL skills for transforming their classrooms into safe, nurturing, and equitable learning environments where students feel seen and heard, and valued for their authentic self.

Data Source
Qualitative data from the author’s personal reflection notes as a practitioner between the years of 2014 and 2021 are used for this paper.

Substantiated Conclusions
Like other skills that you may have acquired in life, SEL skills are not developed instantly; only through intentional daily practices can we augment our mindset to become courageous educators, creating learning opportunities and environments in which students learn as their authentic selves and feel a sense of belonging.

Scientific or Scholarly Significance of the Work
This paper is significant as it demonstrates the examples of how adults can develop SEL skills and utilize them in real classrooms, which helps pre-service and in-service educators to rethink about and re-imagine their teaching practices and day-to-day contributions to the development of all students, especially Students of Color.

Author

• Sanae Akaba, Institute of Science Tokyo