Contextualizing Social-Emotional Learning Within the Lives of Black Adolescents

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Contextualizing SEL in Adolescence: Identifying, Assessing, and Addressing Diverse Needs (Table 14)

Abstract

Though social-emotional learning (SEL) can promote adolescent wellbeing, less is known about its effectiveness for students of color. To address this gap, we conducted a qualitative study focused on understanding Black adolescents’ experiences of stressors, stigma, and SEL. Thematic analysis of focus group transcripts revealed three primary themes: experiences of racism, mental health stigma, and the perceived whiteness of SEL. Students shared experiences of racial battle fatigue and the adoption of vigilant coping styles in response to racist stereotypes. Further, these experiences of racism manifested in unique forms of stigma, which limited Black adolescents’ ability to safely express their emotions. Taken together, our results help to identify how SEL programs can be better designed to meet diverse students’ needs.

Authors

• Jennifer R. Renick, University of Memphis

• Amanda Hasselle, Rhodes College

• Jalen Gales, University of Memphis

• Breanna Jade Moss, University of Memphis

• Susan E. Elswick, University of Memphis