Changing the Landscape of Social Emotional Learning in Urban Schools: What are We Currently Focusing On and Where Do We Go from Here?

Abstract

This study provides a systematic review of the use of social emotional learning (SEL) interventions in urban schools over the last 20 years. I summarize the types of interventions used and the outcomes examined, and I describe the use of culturally responsive pedagogy as a part of each intervention. The review of the 66 studies revealed that few incorporated culturally responsive strategies, and none addressed racism and the role it can play in student mental well-being. Additionally, few researchers measured multiple categories of fidelity of implementation, and few studies included long-term follow-up results of study outcomes. I discuss recommendations for future research in light of Every Student Succeeds Act policies in support of school-based SEL interventions.

Teacher training in K–12 student mental health: A systematic review

“…Nevertheless, there is a significant gap in follow‐up and longitudinal studies as many of the studies collected data immediately after the training. Many schools experienced a decrease in implementation after initial trainings (Noell et al, 2005), which is consistent with recommendations for job‐embedded professional development to include coaching and expert support to sustain skill development (Darling‐Hammond et al, 2017) and implementation in the “real world” setting (Barnes, 2019). Therefore, longitudinal and follow‐up studies are necessary for further investigation of effectiveness.…”

Examining Teacher Dispositions for Evidence of (Transformative) Social and Emotional Competencies with Black Boys: The Case of Three Urban High School Teachers

“…Thinking intentionally about the positive social and emotional development of students of color, a large proportion of whom attend public schools in the United States’ largest cities, there continues to be an urgent call to better adapt SEL programming to the unique needs of minoritized populations. Barnes (2019) conducted a systematic review of SEL interventions in urban schools over the last 20 years that might qualify as culturally responsive (Gay, 2000) and culturally sustaining (Paris, 2012). Of the 66 studies reviewed, only a few leveraged or were guided by culturally responsive principles; with none examining the implications of systemic and institutional racism for exacerbating racial disparities.…”

Ortaokul Öğrencilerinde Okul Yaşam Kalitesi ve Saldırganlık Arasındaki İlişki

“…In the literature, it has been emphasized that positive school lives affect personality development and academic success in a positive way and low quality of school life has been in a relationship with negative issues as violence in children, ego (self-respect concept), and peer pressure. 3,4,5,6,7 Aggression, seen on the children and adolescents is one of the most important problems defined as "Verbal or physical behavior with the intention of causing physical or psychological harm to another person". 8 Although the most of researches focuses on puberty 9,10 , the children of secondary school also show negative behaviours like aggression which put them and their environment in difficult situations and these behaviours continue at puberty and adulthood.…”