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<p>Traditional Social Emotional Learning (SEL) approaches have been criticized for failing to reflect and leverage the lived experiences and strengths of students from minoritized backgrounds. Transformative SEL has emerged as an innovative approach with the aim of fostering social and emotional skill acquisition in a manner that adequately acknowledges students’ strengths and lived experiences. This paper provides an integrated analysis of SEL literature to advance school psychologists’ understanding, advocacy, and practice of antiracist, equitable SEL within a step-by-step problem-solving framework. Practical strategies and recommendations are provided to support schools’ adoption of intentional, transformative SEL approaches that reduce prejudice, promote anti-racism, cultivate empowerment to address inequities, and enhance the wellbeing of <i>all</i> students.</p>

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Considerations for Equitable Social Emotional Learning in Schools

  • 期刊论文

  • 发表日期：

    2025年7月4日

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  • Madeline Spiess,
  • Samira Amirazizi,
  • Jill Sharkey,
  • Erin Dowdy

摘要

Traditional Social Emotional Learning (SEL) approaches have been criticized for failing to reflect and leverage the lived experiences and strengths of students from minoritized backgrounds. Transformative SEL has emerged as an innovative approach with the aim of fostering social and emotional skill acquisition in a manner that adequately acknowledges students’ strengths and lived experiences. This paper provides an integrated analysis of SEL literature to advance school psychologists’ understanding, advocacy, and practice of antiracist, equitable SEL within a step-by-step problem-solving framework. Practical strategies and recommendations are provided to support schools’ adoption of intentional, transformative SEL approaches that reduce prejudice, promote anti-racism, cultivate empowerment to address inequities, and enhance the wellbeing of all students.