Improving Outcomes for Marginalized Youth: Social-Emotional Learning in Elementary School and Beyond

• In Event: Exploring Possibilities: Effective Educational Approaches to Improve Outcomes for Marginalized Youth From Birth to Adulthood

Abstract

The transition to school is a significant milestone for children and their families, and each new school year brings with it unique experiences. Some children face challenges as they transition through school, which if left unaddressed, may impact their academic achievement and social-emotional well-being. Scholars agree that compared to their White peers, CLD students are more likely to experience economic and social factors that impair their physical and mental health
(Blankstein & Noguera, 2015). In an effort to improve outcomes for CLD youth, it is imperative that educators take the time to get to know them-considering their experiences, challenges, and strengths (Gay, 2010; Trainor, 2005). Particularly, promoting home-school collaboration as well as social-emotional supports is key to optimal outcomes.

Research suggests that home-school communication and purposeful collaboration between stakeholders can increase opportunities for positive outcomes (LoCasale-Crouch, et al., 2008). Yet, the perspectives of CLD parents and their role in their children’s education has often been underestimated (Pleet and Wandry, 2010). In fact, poor homeschool relationships is a critical issue that often contributes to low CLD parental involvement (Brandon & Brown, 2009; Geenen, et al., 2005; Kim & Morningstar, 2013). Therefore, it is imperative for educators to make developing positive relationships and engaging CLD families a priority (Geenen, et al., 2005; Woo Jung, 2011).

While implementing a mandated curriculum and teaching to high stakes tests, many educators may not have the time, knowledge, or the desire to do what it takes to truly get to know their students (Schulting, Malone, & Dodge, 2005). Teachers should demonstrate skills to differentiate not only academic instruction, but also teaching social skills to a diverse group of learners (Garraway, 2017). Student success is more than completing academic requirements, but it is also contingent upon the ability to handle real life experiences which occur through the development of key social-emotional skills such as interpersonal relationships and effective problem solving. When these valuable skills are obtained, students are better prepared for college and career, ultimately demonstrating the potential for impact on the trajectory of CLD youth.

The two aforementioned critical issues have implications for how school-based administrators manage resources and communicate priorities. It is imperative that schools consider the impact that social-emotional well-being has on student success and allocate adequate time to implement social-emotional learning into educational activities (CASEL, 2013; Merrell & Gueldner, 2010). With strategic and intentional collaboration between schools, families, and communities, educators can begin to learn more about the needs of CLD students and help them to maximize their potential (Blankstein & Noguera 2015).

This panel participant will facilitate a discussion of two critical areas that the research indicates has positive outcomes for transitioning youth, which includes: (1) promoting stakeholder collaboration and improving participation of CLD families in their child’s educational experience, and (2) providing adequate opportunities for relationship building and social-emotional learning. In this session, participants will explore how invested stakeholders can provide opportunities for CLD elementary students to experience success.

Author

• Renee L Garraway, Bowie State University