Throughout this school year, I facilitated training sessions on social-emotional learning (SEL) strategies for educators at high-needs elementary schools. During one class, a veteran teacher’s frank remarks resonated with me. He clearly stated: “I know the book says it should, but these kids are from Brownsville. We tried it and it didn’t work.”
Traditional SEL approaches may not be enough for students experiencing adversity in the moment, and more nuanced and culturally sensitive frameworks are needed to effectively meet their emotional needs. I realized that.
When we looked for research on the effectiveness of SEL in impoverished neighborhoods where Black and Latinx students attend, we found limited data.by National Center for Educational Statistics, there is a growing demand for support among Black and brown students in these communities, leading to increased professional development opportunities for programs and staff. However, these efforts have not effectively addressed the underlying issues.
Despite the professional development opportunities available, many programs appear disconnected from the realities Black and Latino students face, perpetuating existing challenges. As a result, problems persist and the need for targeted, impactful programs and services remains unmet.
As a Black social work supervisor at the helm of our education system and now working directly with students from underserved communities, I have found myself connecting the ideals of SEL with the lived experiences of my students. I understand the gulf in between.
Despite their resilience, many of our students face immense challenges that are beyond the scope of traditional SEL strategies. For example, a child raised in an environment rife with violence and neglect may have difficulty empathizing with her SEL activities, which are predicated on a stable family structure and access to emotional support.
In situations like this, it’s important for children to hug themselves when they’re feeling overwhelmed, or have never experienced such a gesture or word of encouragement from an authority figure, or have felt loved all their life. It would be unfair to expect you to recite affirmations when you don’t.
I remember several times when I discussed coping strategies with my students. They often suggested techniques such as breathing exercises, journaling, meditation, or talking to someone. However, many students said directly to me, “Sir, that doesn’t make me feel any better.” Even if you try keeping a diary, some people find it difficult to express their thoughts in writing. Breathing exercises did not always help relieve their tension as much as expected, and meditation seemed unrelated to their lived experience.
This disconnect points to the urgent need for SEL efforts to be not only culturally responsive but also attuned to the diverse realities of students.
Student-led, collaborative SEL
I am committed to advocating for a holistic approach that prioritizes equity and inclusion. I want to ensure that SEL initiatives resonate with all students, regardless of their background or situation. Rather than imposing theoretical knowledge and professional competencies in social work and mental health, a student-led approach should be prioritized.
When I ask students what they think they need to deal with stress effectively, I often hear answers like, “Sir, I have no idea.” Despite this sentiment, I still believe there is power in giving students space to think. Even if their initial reaction is rooted in uncertainty, by doing so you can show them that healing and coping strategies can be tailored to the individual and do not have to conform to pre-established norms and expectations. can be recognized. This approach recognizes the uniqueness of each student. Promote a more inclusive and responsive environment for their health.
Whether through cultural expression, music therapy, peer support groups, or other innovative methods, the key is to help students utilize coping strategies that are tailored to their experiences and communities. This personalized approach recognizes students’ individuality and fosters deeper connections between educators, counselors, and students.
Although research on SEL has provided valuable insights in the past, it is important to recognize that this field is dynamic. Just because there has been research conducted previously does not mean that the methods cannot be adapted and refined so that they are inclusive and relevant to all students today. This continued evolution is essential to address the unique challenges and realities that students face.
Additionally, as adults and as professionals in the field of SEL, it is imperative that we recognize our own limitations. Even with our expertise, we don’t have all the answers. After all, students, regardless of age, are the true experts of their own experience. Their insights, perspectives, and feedback are invaluable in shaping his effective SEL practices that truly resonate with their lives.
This requires challenging existing paradigms, listening intently to student voices, and collaborating across disciplines to develop customized strategies that honor students’ lived experiences. In doing so, we not only acknowledge the inherent resilience and strength of each student, but also create pathways for true healing, growth, and empowerment.
Collectively, we are shifting our focus from imposing solutions to giving voice, ensuring that all students feel seen, heard, and valued as we journey together toward overall well-being and success. You need to make them feel like you are being taken care of.