Developing a Youth Mental Well-Being Curriculum in Racialized and Low-Income Communities: Integrating Social-Emotional Learning in STEM

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: SEL Across Content Areas: Art, STEM, Civic Education, and Literacy (Table 8)

Abstract

This paper highlights Phase 1 of the development of a mental well-being curriculum integrating social-emotional learning (SEL) and STEM programming. The collaboration between an academic partner and two after-school organizations assessed the mental well-being needs of Black and other racialized youth in low-income communities. This paper centers the perspectives of the STEM organization. Leveraging the organization’s Theory of Change provided a framework for understanding the gaps in addressing the mental well-being needs of these youth. Youth focus groups and caregiver and staff surveys identified key stressors including academic pressure, peer relationships, self-expression, self-confidence, and racism. Overall, the results highlight the complex nature of youth mental health needs, emphasizing the necessity for targeted interventions that address both individual and systemic factors.

Authors

• Desiree Fleure Sylvestre, University of Toronto

• Emerald Bandoles, Visions of Science Network for Learning

• Alice Balter, Centre for Addiction and Mental Health (CAMH)

• Brendan F. Andrade, Centre for Addiction and Mental Health (CAMH)