Bridging the Gap: Transformative Social and Emotional Learning and YPAR

• In Event: A Lever for Equity: Advancing SEL Through Youth Participatory Action Research

Abstract

This study examines the impact of a Youth Participatory Action Research (YPAR) project on the development of Transformative Social and Emotional Learning (tSEL) for a group of Black youth. YPAR is associated with increased self-efficacy, critical consciousness, and leadership in youth, which are aligned with skills associated with tSEL (Anyon et. al, 2018). TSEL is a process whereby young people and adults build strong, respectful, and lasting relationships that facilitate co-learning to critically examine root causes of inequity, and to develop collaborative solutions that lead to personal, community, and societal well-being (Jagers, et al., 2019). Expanding the popular SEL framework (casel.org, 2022), tSEL emphasizes the development of identity, agency, belonging, collaborative problem solving, and curiosity to nurture students’ civic capacities and democratic participation.

This study occurred in collaboration with a SEL-focused organization in Chicago, IL and an organization that focuses on the SEL development of Black communities in Durham, NC. In partnership with an independent consultant we implemented a YPAR study with 20 Black youth who were interested in issues of community violence, and in the effects of social media on mental health for Black youth and adults. Using a mixed-methods design, we administered an assessment that measured growth in students' knowledge and behaviors related to the five focal constructs of tSEL, in addition to their civic competencies and critical consciousness. Students completed feedback forms after each session that measured their competency of research related skills and their experience in the learning environment. Focus groups were conducted to gain a deeper understanding of students tSEL development, and of the program's learning conditions. Data also includes artifacts from the YPAR sessions and associated community work.

The assessment was administered prior to the first, and after the fifth YPAR session and focus groups were conducted after sessions three and five. One more administration of the assessment and a final focus group will occur after students have completed the final YPAR session and their presentation of recommendations at a community-based summit in September, 2024. We will employ an inductive and thematic approach to analyze the qualitative data sources, and a correlational analysis to examine the relationship between YPAR and tSEL metrics in the quantitative assessments. Preliminary findings indicate growth in students’ positive perceptions of their ethnic identity upon completing the fifth YPAR session. Students also reported growth in their sense of belonging amongst the adult facilitators and their peers, and in two domains of collaborative problem solving: generating shared understanding and applying appropriate actions. Students reported that their interaction with peers, feeling valued and supported for their participation and contribution, and meaningful work are the most impactful conditions for an effective learning environment thus far.

Examining the impact of YPAR on students’ tSEL addresses a need for more research to promote such development amongst racially marginalized youth. Advocacy for tSEL is growing within the field however, there is limited research on methods of implementation. This study aims to take a step forward in contributing to this area of need.

Authors

• Briana Coleman, CASEL

• Johari Harris, Kennesaw State University