Expanding SEL

In this module we introduce three tensions within SEL, the first of which is the potential use of SEL as a means of managing student behavior. We investigate how behavior management strategies can lead to emotional manipulation, as well as how students of color are disproportionately impacted by these policies. Knowing that SEL programs are often adopted with the aim of improving classroom management and reducing problem behaviors, we explore how this can instead be approached through humanizing structures of management that promote student agency.

In this module we take up a second tension within SEL programming, the relative inattention to issues of culture and context in determining what SEL skills to promote. In situating SEL within larger cultural and structural contexts, we examine the need to consider issues of race, class, gender, sexuality, and culture in developing approaches to SEL.

In this module, we consider a third tension in SEL programming - what success looks like, and how we measure it. We examine the different ways student outcomes have been measured, as well as the issues surrounding the assessment of soft skills such as social and emotional development.

In this module we move from articulating tensions within SEL to exploring ways forward. In this module, we focus on the two self-oriented competencies, self-awareness and self-management. In looking at more equity-oriented means of approaching self-awareness and self-management, we look at two examples in particular - mindfulness and testimonials.

In this module we continue our focus on equity-oriented ways of approaching SEL with a focus on the socially oriented competencies, social awareness and relationship building. In particular, we examine how critical witnessing and youth participatory action research (YPAR) can enhance traditional approaches to SEL.