Community-Engaged Social-Emotional Learning to Promote Young Indigenous Children's Well-Being in Schools

• 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

A culturally-responsive approach to promote Indigenous children’s well-being is critical but often lacking in schools. To fill this gap, this study aimed to understand children’s experiences and outcomes participating in Pathways to Wellness, a social-emotional learning (SEL) intervention co-developed and co-adapted with an Indigenous community. With a convergent mixed-methods design, we examined changes in K-2 grades children’s Social, Academic, and Emotional Behavior Risk across three times as well as their reflections in focus groups. Results revealed a significant decrease in behavior risks for children and their enhanced connection with their schools and communities. Children embraced the Indigenous ways of being through the SEL intervention. The study contributes to a new understanding of how community-engaged SEL supports children’s thriving in schools.

Authors

• Jingjing Sun, University of Montana

• Sisilia Novena Kusumaningsih, University of Montana - Missoula

• Deborah Ith, University of Montana - Missoula