- Browse
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
- Navigation and Settings Menu
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
Bluesky
Threads
X (Twitter)
LinkedIn
Instagram
YouTube
Classrooms Under Fire: Teacher Well-Being, Student Belonging, and the Politics of Schooling
Thu, April 9, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 4th Floor, Diamond 10Session Type: Paper Session
Abstract
This session examines the intersection of politics and discipline in shaping teacher well-being, student belonging, and family-school relationships. Studies examine Texas teachers navigating anti-CRT rhetoric, Black students’ refusal in East Texas, and parent–child engagement in Texas schools, alongside research reframing absenteeism in Baltimore as a structural challenge and analyses of SEL’s politicization nationwide. These projects show discipline as a contested arena of care, resistance, and educational possibility.
Sub Unit
Chair
Papers
Politicization of Social-Emotional Learning and Its Impact on Culturally Responsive Education and Leadership - Yanling Chen, Michigan State University
Why Are They Not Here: Student, Teacher, & Administrator Perspectives on Absenteeism/Tardiness in Baltimore City - Richard Lofton, Johns Hopkins University; Yutong Xie, Johns Hopkins University; Joshua Childs, University of Texas at Austin
Refusal & Discipline: Racialized Schooling in East Texas - Cecelia Jordan, University of Texas at Austin
The Impact of Anti-CRT Laws and Rhetoric on Teacher Well-Being - Michaela Pernetti, University of Texas at Austin; Danielle Sutherland, Towson University; Emily Germain, Learning Policy Institute
Connecting the Dots: Patterns and Mechanisms of Parent-Child Engagement in Texts4Teens - Brian Holzman, Texas A&M University; Oralia Zamarripa, Texas A&M University; Shuyu Wang, Texas A&M University; Jinhua Zhao, Texas A&M University; Susanna Loeb, Stanford University; Kalena Cortes, Texas A&M University