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.