Throughout this academic year, I facilitated a training session on social-emotional learning (SEL) strategies for educators at a high-needs elementary school. During one of the sessions, the candid comments of an experienced teacher struck a chord. He explicitly stated, “I know that's what the book says we should do, but these kids are from Brownsville. “We tried and it didn’t work.”
At that point, I realized that traditional SEL approaches might not be enough for students caught up in adversity, and they would need a more nuanced and culturally sensitive framework to effectively meet their emotional needs.
When I looked for research on the effectiveness of SEL in impoverished neighborhoods serving Black and Latinx students, I found limited data. According to the National Center for Education Statistics, there is a growing demand for support among Black and Brown students in these communities, leading to an increase in professional development programs and opportunities for staff. However, these efforts have not effectively addressed the underlying problems.
Despite the availability of professional development opportunities, many programs appear disconnected from the realities faced by Black and Latinx students, perpetuating existing challenges. As a result, the problem persists and the need for targeted, impactful programs and services remains unmet.
As a Black social work supervisor who has navigated the education system and now works directly with students from underserved communities, I intimately understand the chasm between SEL ideals and the lived experiences of our students.
Many of our students, despite their resilience, face immense challenges beyond the reach of conventional SEL strategies. For example, a child raised in an environment filled with violence and neglect may find it difficult to engage with SEL activities that presuppose stable family structures and access to emotional support.
In this situation, it would be unfair of me to expect children to hug themselves when they feel overwhelmed or to recite affirmations when they have never experienced such gestures or words of encouragement from authoritative figures or felt loved throughout their lives. their lives.
I remember several occasions where I discussed coping strategies with students, often suggesting techniques such as breathing exercises, journaling, meditation, or talking to someone. However, many students have directly told me, “Miss, that doesn't make me feel better.” Some have tried keeping a journal but find it difficult to express themselves in writing. Breathing exercises did not always help them reduce tension as they had hoped, and meditation seemed irrelevant to their lived experiences.
This disconnect shows the urgent need for SEL initiatives to not only be culturally responsive but also adaptable to the diverse realities of our students.
Collaborative and student-led SEL
I am committed to championing holistic approaches that prioritize equity and inclusion. I want to ensure that SEL initiatives authentically resonate with every student, regardless of their background or circumstances. Instead of imposing our theoretical knowledge and professional competencies in social work and mental health, we should prioritize student-led approaches.
When I ask students what they think they need to effectively cope with stress, I often hear responses like, “I just don't know, miss.” Despite this sentiment, I believe it is still possible to give students the space to reflect. , even if your initial response is rooted in uncertainty. In doing so, we empower them to recognize that healing and coping strategies can be personalized and do not have to conform to pre-established norms or expectations. This approach recognizes the uniqueness of each student. experience and fosters a more inclusive and responsive environment for their well-being.
Whether through cultural expression, music therapy, peer support groups, or other innovative methods, the key is helping students leverage coping strategies that align with their experiences and communities. This personalized approach validates your individuality and fosters a deeper connection between educators, counselors, and students.
While SEL research has provided valuable insights in the past, it is crucial to recognize that the field is dynamic. Just because research has been done before doesn't mean we can't adapt and refine our methods to ensure they are inclusive and relevant to all of today's students. This continued evolution is essential to meet the unique challenges and realities our students face.
Furthermore, it is essential to recognize our own limitations as adults and professionals in the field of SEL. Even with our experience, we don't have all the answers. At the end of the day, students are the true experts of their own experiences, regardless of their age. Their insights, perspectives, and feedback are invaluable in shaping effective SEL practices that authentically resonate in their lives.
This requires us to challenge existing paradigms, listen carefully to our students' voices, and collaborate across disciplines to develop personalized strategies that honor their lived experiences. In doing so, we not only recognize the resilience and strength inherent in each student, but we also create pathways for genuine healing, growth, and empowerment.
All in all, we must shift our focus from imposing solutions to empowering voices, ensuring every student feels seen, heard, and valued as we walk together toward holistic well-being and success.
