Analyses of social emotional learning outcomes in the age of diversifying populations and locally developed programs

Abstract

The complexity of the world in which students are developing seems to increase with each unprecedented event that occurs in the United States and across the globe. Implementing social emotional learning (SEL) programs is one way in which PreK-12 schools can support students in learning the necessary skills to not only navigate personal and interpersonal relationships, but also work toward promoting equity to make meaningful changes before, during, and after these unprecedented events (CASEL-a). However, even universal SEL programs may not necessarily serve all students. Thus, this two-study dissertation examined student outcomes in regard to SEL programs under different circumstances. The first study was a systematic review of the empirical literature where authors synthesized the evidence-base of cultural adaptations to SEL programs. The second study was a preliminary analysis of student outcomes in regard to a locally developed SEL program called Be Good People (BGP). Results of both studies were mixed. Findings from the first study demonstrated there were remarkably few studies that examined the impact of cultural adaptations on student outcomes in SEL programs. There were mixed results in terms of the effectiveness of the cultural adaptations on various student outcomes. However, there were high levels of acceptability and feasibility for culturally adapting the SEL programs. Similarly, the second study found high practicality levels for implementing BGP. Teacher ratings also indicated some increased SEL skills and academic performance Time 1 to Time 2 in the study. However, the program demonstrated a lack of cultural relevance for diverse student backgrounds. Given these mixed findings, the intersection of culturally relevant pedagogy and SEL programs is an area necessitating future research. Other implications for research and practice are discussed.