A Barrier Analysis of Tier 1 SEL Programming in the United States

• In Event: Defining Accessible Social and Emotional Learning for Students with Learning Differences

Abstract

Considerable work analyzing the impacts of Tier 1 SEL in the United States exists at the exclusion of evidence suggesting said effectiveness for students with learning differences. This study generating a list of barriers to universal design for SEL by (a) conducting a systematic content analysis of SEL programming against the Universal Design for Learning framework (CAST, 2024) and framework for Culturally Responsive Pedagogy (Gay, 2018), for inclusion.
Methods. A systematic and iterative thematic analysis of SEL program materials was conducted (Braun & Clark, 2021) against UDL (CAST, 2024), and CRP frameworks (Hammond, 2014; Ladson-Billing, 1995). Our analyses consisted of six steps as outlined by Braun and Clark, 2021, including (1) familiarization with data, (2) generate initial codes, (3) search for themes, (4), review themes, (5) define themes, and 6) write up, yielding a rich data set and instructive results to inform the next stage of work.
Procedure. Four researchers and three consultants with expertise in UDL conducted a systematic content analysis of Tier 1 SEL. Researchers held ten 60–90-minute information-gathering meetings with SEL content developers to review, reflect, and refine barriers analyses results.
Measures. SEL curriculum materials. SEL program manuals and classroom implementation materials were acquired from 6 widely implemented universal SEL programs in elementary schools in the US for review and analysis. Program providers volunteered this information with researchers for review as part of this study and to be used in support of the development of framework for the pedagogies of SEL (Zieher et al., 2024). Program materials included Good Behavior Game, Harmony SEL, Mind-Up, Responsive Classroom, RULER, and Second Step.
Data Analyses. Content experts employed iterative coding methods as suggested by Braun & Clark (2021) to review and identify barriers from a priori concepts as outlined in the UDL guidelines (designing for multiple means of engagement, representation, action and expression) and CRP frameworks (affirmation, validation, cognition, and processing). Researchers considered SEL tools, lessons, and curriculum supports (such as classroom routines), and documented the strengths concurrent with their barriers as identifiable by way of the guiding frameworks. Thematic and axial coding was done by 5 researchers, including one post graduate associate, one postdoctoral associate, three university professors, and one non-profit leader, over a 6-month period. Two of the five coders identified as persons with a disability, two of the five coders identified as Black, and all coders identified as cis-gender females.
Results. Analyses identified four categories of barriers to universal accessibility for students with learning differences: (1) physical, sensory and cognitive accessibility, (2) emotional accessibility, (3) language, text and discourse, and (4) executive functioning. See Table.
Study 1 resulted in a preliminary set of barriers to universal design for SEL at the intersection of learner variability and culture. SEL providers noted the varying degrees of difficulty addressing these barriers could pose to programmatic offerings- with some barriers being addressable through low-tech, low-cost implementation guidance for facilitators, whereas other barriers required more costly and resource-intensive solutioning to be addressed.

Authors

• Christina Cipriano, Yale University

• Michael McCarthy, Yale Child Study Center

• Gabrielle Rappolt-Schlichtmann, EdTogether, Inc.

• Melissa Stoffers, University of Nevada - Las Vegas

• Cheyeon Ha, Yale University