From Pencils to Purpose: Exploring Journaling as an Antiracist Instructional Tool to Foster Psychological Safety and Belonging for Black and Brown Students in Title I ELA Classrooms

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Social Emotional Learning, Sense of Belonging, and Mindfulness: Understanding the Experiences of Teachers and School Leaders (Table 13)

Abstract

This research examines the impact of culturally responsive teaching practices, such as journaling, on fostering psychological safety and belonging among Black and Brown students in Title 1 elementary classrooms. Grounded in critical race theory (Ladson-Billings & Tate, 1995) and liberatory pedagogy (hooks, 1994), it emphasizes asset-based instructional approaches that affirm student identity and voice. Drawing on Maslow’s (1943) hierarchy of needs and Hammond’s (2015) neuroscience-informed insights, the study links culturally responsive pedagogy to social-emotional learning outcomes. Utilizing mixed methods, it explores the dual impact on teacher development and student engagement, contributing actionable frameworks to the fields of equity-focused education and professional development. The findings have practical implications for creating inclusive, equity-driven learning environments.

Author

• Brianna Nargiso Newton, American University