The State of Research on Culturally Responsive Social-Emotional Learning: A Systematic Review of the Literature

• In Event: Towards Equitable Access to Mental Health Services in School: Teamwork Across Interdisciplinary Scholars and Professionals

Abstract

Objectives
This study examines how K–12 teachers incorporate culturally responsive education (CRE) practices into social-emotional learning (SEL) instruction. The objectives are to: (1) synthesize the current state of empirical research on culturally responsive SEL in K–12 classrooms; (2) examine strategies educators use to align SEL with students’ cultural identities and lived experiences; and (3) identify gaps in implementation research to inform a more just and responsive vision for SEL.
Theoretical Framework
Grounded in culturally relevant pedagogy (Ladson-Billings, 1995; Gay, 2018), this review interrogates dominant SEL frameworks that often universalize emotional norms rooted in Western, individualistic values (Jagers et al., 2019). It critically examines how SEL is conceptualized and delivered in ways that may marginalize historically underserved students, particularly Black, Indigenous, Latinx, multilingual, and low-income youth, by disregarding the cultural foundations of emotional expression, behavioral norms, and engagement. This work aligns with the AERA 2026 theme by unforgetting exclusionary SEL histories and imagining futures where social-emotional development is culturally grounded and justice-oriented.
Methods
A systematic literature review was conducted using the PRISMA framework to ensure rigor and transparency. Studies were included if they addressed both SEL and CRE, and aligned with the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020) competencies to maintain conceptual consistency. To define CRE, the review used Aronson and Laughter’s (2016) framework, which includes academic success, cultural competence, critical reflection, and critique of power structures. This model helped distinguish studies offering transformative, identity-affirming approaches to SEL from those providing surface-level inclusivity.
Data Sources
A total of 1,121 studies were initially identified across four prominent databases. After removing duplicates, 815 were screened, and 32 were selected for full-text review. Final data extraction is in progress.
Results
Preliminary findings indicate that most studies are concentrated at the elementary level, focusing on adapting SEL curricula and often employing mixed methods. However, the integration of CRE into SEL remains limited. Effective approaches emphasized sustained, whole-school efforts; meaningful family and community engagement; and balancing standardized tools with relational, culturally attuned practices. Additional themes include shifting away from punitive behavior management toward trauma-informed, autonomy-supportive strategies and supporting teacher development through critical reflection on identity and bias.
Scientific Significance
While SEL is known to positively impact students’ long-term outcomes and mental health, little empirical research explores how teachers adapt SEL to honor students’ cultural identities or resist deficit-based paradigms. This review highlights the uneven and implicit incorporation of CRE into SEL instruction, with limited professional development to support educators in sustaining such practices. The study contributes to reimagining SEL not merely as a behavior management tool but as a pathway for culturally responsive, community-anchored, and liberatory learning. In line with the AERA theme, this review centers relational and culturally affirming practices that advance collective well-being and educational justice.

Authors

• Ruchi Mendiratta Khanna, Boston University

• Manuel Angel Ramirez, Boston University

• Jennifer Greif Green, Boston University