Developing a Roadmap for Navigating SEL Evidence in a Polarized Political Climate

• In Event: Accelerating Student Academic Achievement and Well-Being Through Social and Emotional Learning: Opportunities and Challenges

Abstract

Objective. Despite the robust evidence for SEL contemporarily, there is minimal research examining how said evidence is utilized by decision makers. Given the increasing politicization of SEL nationwide, it is particularly vital to examine what evidence is needed in order to advance the practice of SEL. This study aims to investigate the challenges that decision makers, including educators, district administrators, policymakers, and developers are experiencing in the field of SEL and to determine how SEL evidence can support them.

Perspective(s) This study used a constructivist grounded theory approach to data collection and analysis. The constructivist approach allows the development of theory, or in the case of this study, a road map, to be shaped by the data and is rooted in the participants own experiences and words (Charmaz, 2014).

Methods. We recruited participants through purposive sampling via partnership outreach, as well as through existing networks on various social media platforms. We conducted seven focus groups with SEL stakeholders (ranging from two to five participants) and two interviews. Systematic inquiries totaled 410 minutes of discussion using a semi-structured protocol approved by the university IRB. Focus groups and interviews were conducted by three members of the research team. Across focus groups, we had 25 participants who spanned 13 states and Washington DC and included educators, SEL advocates, school and district administrators, and SEL researchers/developers.

Data. Transcripts of focus groups and interviews were analyzed according to a grounded theory approach. We employed an open coding process using a combination of in vivo codes, process codes, and initial codes. Second cycle coding elucidated patterns and themes in participant responses across focus groups and stakeholder identities.

Results. We report 5 emergent patterns across all focus groups and interviews. Participants consistently brought up challenges with SEL messaging, with different framing and formats of SEL evidence appealing to different categories of SEL stakeholders. District leaders preferred evidence with outcome measures that fit into preexisting priority areas, and digestible resources that are best for families. Additionally, different terms carried different connotations; participants mentioned backlash to the term SEL, with terms like science of learning preferred. Another recurring theme was challenges translating SEL science into practice. Participants mentioned difficulties figuring out how to implement research suggestions into practice, particularly given the lack of subject specific SEL guidance. Contextual precision of SEL research was mentioned often as well; differences in demographic and geographic factors between research and practice made it difficult for educators to implement findings into their classrooms. Furthermore, time constraints compounded these barriers, making it difficult for educators to read and analyze research, apply research into curriculums, and implement SEL curriculums on top of preexisting responsibilities. Participants emphasized the need for practice to inform research.

Significance Understanding how SEL decisionmakers navigate and use evidence given the highly polarized context of the field enables SEL researchers to tailor the communication of their research findings to be the most useful.

Authors

• Michael McCarthy, Yale Child Study Center

• Eliya Ahmad, Yale University

• Christina Cipriano, Yale University