Trauma-informed SEL in an out-of-school context: An evaluative case study

• In Event: Considering Culture and Contexts in Socio-Emotional Learning

Abstract

Considering the latent trauma amplified by the COVID-19 pandemic and subsequent loss of in-school social-emotional learning (SEL), social-emotional development, as a foundation for mental health, surfaced as a programming need for those working with low-income, Black, Indigenous, and other racially and ethnically marginalized (REM) families. For REM children and adults who experience persistent adversity perpetuated by systemic racism, gaining the social-emotional skills necessary to manage everyday stressors, work effectively with people, and address their emotional needs is particularly important in trauma-responsive education. Extensive research supports that SEL interventions positively influence social behavior and a person's mental health (Durlak et al., 2011; Mahoney et al., 2018) as the World Health Organization (WHO, 2010) defines mental health as a "state of well-being in which an individual realizes his or her abilities, can cope with the normal stresses of life, can work productively and can make a contribution to his or her community" (as cited in Hymel et al., 2017, pp. 98–99). This evaluative case study aimed to understand how the people working with REM children at a community center in the Great Plains support social-emotional development in an out-of-school context using a trauma-informed lens. We chose to conduct a single instrumental bounded case study to evaluate this issue because Stakes (1995) suggests that this type of study is best when the researcher desires a general understanding and insight into a particular case (as cited in Creswell & Poth, 2018). This evaluative study uses the Collaborative for Academic, Social, and Emotional Learning (CASEL; 2021) framework, fostering knowledge across five core SEL domains: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In-depth interviews with nine Center directors, staff and partners, meeting notes, and behavioral observations and reports were used to triangulate data and reveal emergent themes through an iterative, inductive process. Findings revealed six themes: (1) applying relational practices; (2) providing access to new opportunities; (3) helping youth discover their internal assets; (4) considering the Center environment; (5) considering the whole child; and (6) family partnerships. These themes were synthesized, forming a Family (F) - Child (C) - Organization (O) tripartite model positioning trauma-responsive relational practices at the heart of the model and supported by access to new opportunities to eliminate multigenerational poverty thinking, the Center's mission. A poverty mentality develops over time based on a strong belief and consistent experiences communicating inadequacy. The Center's emphasis on offering new and diverse experiences attempts to shift beliefs throughout the life course to limit the intergenerational transmission of poverty thinking. The F-C-O model highlights a humanistic, trauma-responsive approach to social-emotional development, fostering a trauma-informed community (Matlin et al., 2019). Findings underscore the benefit of authentic partnerships and trauma-responsive relational practices for optimal REM child and family outcomes. We expect that the Center's continued program evaluations will add to best practices in building effective SEL interventions among REM children, strengthen REM family partnerships in an out-of-school context, and subsequently impact home-to-school-to-community connections.

Authors

• Genese Clark, University of Nebraska - Lincoln
  Presenting Author

• Yan Xia, University of Nebraska-Lincoln