Exploring Implications of Transformative SEL for Civic Measurement in K-12 Educational Settings

• In Event: Advancing Civic Learning and Engagement Through High-Quality, Equitable Assessment Practices

Abstract

Objectives or Purposes. Transformative Social and Emotional Learning (t-SEL) is “a form of SEL implementation where young people and adults build strong, respectful, and lasting relationships to engage in co-learning. It facilitates critical examination of individual and contextual factors that contribute to inequities and collaborative solutions that lead to personal, community, and societal well-being” (CASEL, undated). In this presentation, we examine the influences and impacts of t-SEL on civic measurement in K-12 school communities. We discuss strategies for promoting educational equity and excellence by exploring how t-SEL can foster healthy human development, thriving, and engaged citizenship in diverse populations.

Theoretical Framework. We describe t-SEL as part of civic socialization, integrating research from developmental and learning sciences to provide clarity and relevance to fostering engaged citizenship (Banks, 2017; Killen et al., 2022; McMain, 2023; Westheimer & Kahne, 2004; York et al., 2020). We conduct and share a preliminary crosswalk of constructs from civic assessment models with t-SEL focal constructs.

Methods and Data Sources. The research draws on a critical literature review to identify and describe relevant measures of focal civic competencies, particularly collaborative problem solving, which is also foundational to SEL and concerned with informed, engaged citizenship supporting the creation of fair, just, and democratic relationships. As part of this review, we critically review individual, interpersonal, and community-level process and outcome measures in extant literature on community-based research approaches - including community research collaboratives - to identify assessments and resources appropriate for gauging civic learning work in t-SEL implementations.

Results. We highlight the types of process and outcome measures utilized in programs that feature collaborative inquiry-based engagement, which have the potential to generate mutually respectful relationships and carry both relevance and rigor, supporting young people’s academic learning in service of helping them address local community concerns.

Significance. We will discuss potential directions for future research and practice at the intersection of t-SEL, civic education, and community development. We will emphasize the importance of assessments in documenting civic socialization processes and outcomes, appreciating developmental trajectories and the contextual nature of social, emotional, and civic competencies. We will close with suggestions for how to assess and make use of data on contextual factors within proximal learning ecosystems.

Authors

• Robert Jagers, Collaborative for Academic, Social, and Emotional Learning

• Johari Harris, Kennesaw State University

• Brittney Williams, Collaborative for Academic, Social, and Emotional Learning