School-Based Social-Emotional Learning and Ethnic-Racial Identity Among African American and Latino Adolescents

Abstract

<jats:p> This study sheds light on the interrelations of universal, school-based social-emotional learning strategies and ethnic-racial identity over time. We assessed exposure to social-emotional learning practices and ethnic-racial identity exploration and resolution among 367 middle school students (70% African American, 30% Latinx; 51% girls) across 3 years. The results of a latent growth model with social-emotional learning practices as a time-varying covariate suggest that practices that afford youth opportunities for autonomy, prosocial behavioral routines, and collaboration in the context of homerooms (advisories) and classrooms were consistently associated with greater ethnic-racial identity exploration and resolution across the middle school years. Theoretical and practical implications for the potential of school-based social-emotional learning to support the development of cultural assets such as ethnic-racial identity are discussed. </jats:p>

Supporting Mental Health and Psychosocial Wellbeing Through Social and Emotional Learning: A Participatory Study of Conflict-Affected Youth Resettled to the U.S.

“…Further, the wide range of suggestions emerging from our participatory approach illuminates the value of expanding the evidence base on the direct preferences of adolescent refugee youth. These ndings are by no means representative of the full range of perspectives and experiences among con ict-affected youth from the MENA region resettled in the U.S. Future research should prioritize culturally responsive quantitative methods to assess the experiences of this under-studied population and to evaluate the continuous impact of SEL interventions on their identity formation, agency, belonging, and, ultimately, their mental health and psychosocial wellbeing (62,63).…”

A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students

“…Second, although we adopted a comprehensive definition of what constitutes a USB SEL intervention to structure our inclusion criteria, the field is not without disagreement as to what constitutes SEL (Aspen Institute, 2019; Berg et al, 2017; Elias & Yuan, 2020), and for this reason it is possible that our review is not exhaustive. Furthermore, important data regarding the varied types of SEL interventions, how they are delivered, the outcomes they support for youth, and which youth benefit and how, would be enriched by qualitative review (see Cipriano et al, 2021b; Elias & Yuan, 2020; McKown, 2019; Osher et al, 2016; Rivas-Drake et al, 2020; Rivas-Drake & Umaña-Taylor, 2019; Rosario-Ramos et al, 2021). We direct the field to Wilson and Anagnostopoulos’s (2021) methodological guidance article on conducting a qualitative review to elevate the importance of rigorous review of qualitative USB SEL studies to support the most complete representation in the evidence available for USB SEL.…”

Supporting mental health and psychosocial wellbeing through social and emotional learning: A participatory study of conflict-affected youth resettled to the U.S.

“…Future research should prioritize culturally responsive quantitative methods to evaluate the continuous impact of transformative SEL interventions on students’ identity development, agency, belonging, and, ultimately, mental health and psychosocial wellbeing [ 73 , 74 ]. Further, evaluating key outcomes for teachers and school staff providing these curricula, such as empathy, cultural awareness, and self-awareness—all of which were identified by students as critical to their likelihood of seeking teacher support—can help to identify whether any additional professional development is needed to ensure SEL programs are implemented with fidelity.…”