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Building Capacity to Support Culturally Responsive Social-Emotional Learning Practices in Schools

Building Capacity to Support Culturally Responsive Social-Emotional Learning Practices in Schools

Natasha Ferrell, Tricia Crosby-Cooper
Copyright: © 2020 |Pages: 17
ISBN13: 9781799833314|ISBN10: 1799833313|ISBN13 Softcover: 9781799833321|EISBN13: 9781799833338
DOI: 10.4018/978-1-7998-3331-4.ch008
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MLA

Ferrell, Natasha, and Tricia Crosby-Cooper. "Building Capacity to Support Culturally Responsive Social-Emotional Learning Practices in Schools." Implementing Culturally Responsive Practices in Education, edited by Tricia Crosby-Cooper, IGI Global, 2020, pp. 135-151. https://doi.org/10.4018/978-1-7998-3331-4.ch008

APA

Ferrell, N. & Crosby-Cooper, T. (2020). Building Capacity to Support Culturally Responsive Social-Emotional Learning Practices in Schools. In T. Crosby-Cooper (Ed.), Implementing Culturally Responsive Practices in Education (pp. 135-151). IGI Global. https://doi.org/10.4018/978-1-7998-3331-4.ch008

Chicago

Ferrell, Natasha, and Tricia Crosby-Cooper. "Building Capacity to Support Culturally Responsive Social-Emotional Learning Practices in Schools." In Implementing Culturally Responsive Practices in Education, edited by Tricia Crosby-Cooper, 135-151. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3331-4.ch008

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Abstract

Research has demonstrated the positive relationship between student social-emotional development and academic achievement and overall positive life outcomes. Evidence-based social-emotional practices such as direct instruction in core social-emotional learning (SEL) components, modeling, and reinforcement of appropriate SEL skills have been found to increase student social-emotional functioning, reduce maladaptive behavior and promote prosocial behavior. However, despite reports of positive outcomes based on school-based interventions, there remain questions regarding the appropriateness of strategies and practices for students from racially, culturally, or linguistically diverse backgrounds. In order to address the needs of the “whole child,” educators must view social SEL with a culturally responsive lens to ensure equitable treatment and development for all students.

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