Politicization of Social-Emotional Learning and Its Impact on Culturally Responsive Education and Leadership

• In Event: Classrooms Under Fire: Teacher Well-Being, Student Belonging, and the Politics of Schooling

Abstract

This study examines the politicization of social-emotional learning (SEL) policy discourse in the United States from 2015–2025, analyzing ideological tensions across Democratic, Republican, and politically mixed states. Employing critical discourse analysis informed by Bourdieu’s field theory, it identifies divergent framings: Democratic states (e.g., California) position SEL as integral to equity and whole-child education, whereas Republican states (e.g., Florida, Texas) delegitimize SEL as ideological indoctrination. Politically mixed states (e.g., Michigan, Wisconsin) display contested narratives, reflecting local ideological struggles. Findings highlight significant implications for culturally responsive leadership, revealing how symbolic conflicts over educational legitimacy shape SEL implementation. Recommendations emphasize political navigation, inclusive stakeholder engagement, and strategic framing to sustain equitable SEL practices amid polarization.

Author

• Yanling Chen, Michigan State University