A Review on Equity in the Use of Social-Emotional Learning for Minorities in School Discipline

• 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

Although work to date has shifted its focus toward culturally responsive SEL interventions for students of color and traditionally marginalized children, little attention has been paid to how current studies on SEL address ethnoracial disparities in access and experiences. The implementation of social-emotional support at the classroom and school levels for LGBTQ+ children has also been understudied. This study aims to synthesize current evidence by focusing on equity in the access to and outcomes of SEL for disciplinary practices for primary school students. By reviewing 2,976 unique studies, this study about the access to and outcome of SEL for ethnoracial and sexual minority children may provide a better understanding of their needs and our ignorance of SEL implementation.

Authors

• Jin Lee, University of Louisiana at Lafayette

• Shannon Barrett Crumlish, University of Louisiana at Lafayette

• Melanie A. Martin, Delgado Community College

• Roslin E. Growe, University of Louisiana at Lafayette