Transformative Social-Emotional Learning During the Dual Pandemics of COVID-19 and Racism: Educator Perspectives

• In Event: SEL During the Pandemic

Abstract

This study examines how educators promoted social-emotional learning (SEL) competencies in remote and hybrid instructional environments, and the barriers educators encountered in their work, during the dual pandemics of the 2020-21 school year. Using the transformative SEL framework, we analyzed survey data of 24 educators and follow-up interviews of 10 educators. Preliminary findings show that educators focused on 1) fostering relationships to promote classroom belonging, 2) promoting engagement, 3) supporting identity development, 4) granting choice and agency, and 5) their own adult transformative SEL. Challenges that impeded their ability to engage in SEL with their students included technology issues, challenging student home lives, and privacy concerns. Implications for SEL research and practice in the 21st century are discussed.

Authors

• Rebecca S. Levine, University of California - San Diego

• Amy Vatne Bintliff, University of California - San Diego