Neurodiverse Youth Book Clubs for Transformative and Inclusive Social Emotional Learning

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 3
  In Roundtable Session: Innovative Tools for Supporting Social Emotional Learning

Abstract

This study examines the experiences of 10 neurodiverse adolescents who participated in youth-led book clubs over a five-month period. These book clubs were intentionally designed to support both literacy development and transformative and inclusive social-emotional learning (SEL). Drawing on pre- and post-interviews, as well as transcription data from 24 book club sessions, the researcher conducted a qualitative analysis to examine how participants engaged with literature and each other. Findings suggest that neurodiverse, student-led book clubs can serve as powerful spaces for fostering transformative SEL, centering student voice, elevating a sense of belonging, and increasing opportunities for critical reflection.

Author

• Jody N. Polleck, Hunter College - CUNY