Fostering community and building trusting relationships is more important than ever for school leaders looking to support learning in the midst of the uncertainty and trauma caused by the COVID-19 pandemic and ongoing reckoning about racial injustice. Social-emotional learning (SEL) is one approach that may hold promise for helping teachers foster students\u2019 emotional well-being in these turbulent times.<\/p>\n
Our research examines leadership that uses SEL as a tool to support teachers\u2019 anti-racist classroom practices. We document how leaders\u2019 explicit anti-racist approaches to SEL encourage teachers address their own complicated emotions about race and racism, as well as to take up anti-racist practices in their relationships with students and families.<\/p>\n
Race-conscious SEL stands in contrast to widely-implemented color-blind or race neutral approaches to SEL. SEL programs that don\u2019t acknowledge the role of race and racism in shaping school environments can lead teachers to place responsibility on students to overcome the effects of racism through grit or resiliency, penalize students for reasonable emotional responses to oppression, and enforce culturally inappropriate behavioral norms. We stand with scholars who propose inclusive and culturally sustaining approaches to supporting students\u2019 wellbeing and learning by attending to students\u2019 racial identities and addressing inequities.<\/p>\n
Our work adds to scholarship on race-conscious approaches to student well-being by investigating leaders\u2019 roles in developing SEL as a tool to further anti-racist work. This race-conscious approach to SEL that we document in our research indicates that school leaders can pair SEL with anti-racist practices to ensure that teachers have the tools, confidence, and will to address minoritized students\u2019 emotions and identities. Further, leaders can use SEL strategies in new and generative ways to support adults to talk productively about race. Our research reveals the potential for SEL leadership to be reconceptualized toward racial justice.<\/p>\n","protected":false},"excerpt":{"rendered":"
Fostering community and building trusting relationships is more important than ever for school leaders looking to support learning in the midst of the uncertainty and trauma caused by the COVID-19 pandemic and ongoing reckoning about racial injustice. Social-emotional learning (SEL) is one approach that may hold promise for helping teachers foster students\u2019 emotional well-being in these turbulent times. Our research examines leadership that uses SEL as a tool to support teachers\u2019 anti-racist classroom practices. We document how leaders\u2019 explicit anti-racist approaches to…<\/p>\n