Location
Online - Session 6D
Start Date
4-21-2021 6:20 PM
Major Field of Study
Education
Student Type
Graduate
Faculty Mentor(s)
Jennifer Lucko, PhD
Presentation Format
Oral Presentation
Abstract/Description
Social and Emotional Learning is an emerging approach that aims to support the whole student through their growth in five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Collaborative for Academic, Social, and Emotional Learning, CASEL, 2020). This study seeks to explore how Social and Emotional Learning, Culturally Relevant Teaching, and Trauma Informed Pedagogy are differentiated and combined to support Latine students' social and emotional needs. Qualitative research was conducted to find answers to two research questions: 1) How do teachers in predominantly Latine, low-income elementary schools bridge existing Social and Emotional Learning framework/programs to meet the unique needs of their Latine students?, and 2) How do these adaptations draw from models for Culturally Relevant Teaching and/or Trauma Informed Pedagogy? This research was conducted during the 2020 world-wide pandemic of SARS-CoV-2 (aka ‘coronavirus’) which led to teaching adaptations: online learning, hybrid schedules, and modified school schedules. Teacher participants are from two elementary school sites in Northern California that serve predominantly Latine students. The research findings found that, due to the pandemic, most of the study pool of teachers had put teaching SEL to the side while focusing on academics, found SEL and CRT to be relevant despite their own implementation of these practices or lack thereof, and that there is not enough teacher knowledge on Trauma Informed Pedagogy.
Keywords: Social and Emotional Learning, SEL, Culturally Relevant Teaching, CRT, Trauma Informed Pedagogy, TIP, Latine, Differentiation
Included in
Differentiated Social and Emotional Learning for Latine Students
Online - Session 6D
Social and Emotional Learning is an emerging approach that aims to support the whole student through their growth in five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Collaborative for Academic, Social, and Emotional Learning, CASEL, 2020). This study seeks to explore how Social and Emotional Learning, Culturally Relevant Teaching, and Trauma Informed Pedagogy are differentiated and combined to support Latine students' social and emotional needs. Qualitative research was conducted to find answers to two research questions: 1) How do teachers in predominantly Latine, low-income elementary schools bridge existing Social and Emotional Learning framework/programs to meet the unique needs of their Latine students?, and 2) How do these adaptations draw from models for Culturally Relevant Teaching and/or Trauma Informed Pedagogy? This research was conducted during the 2020 world-wide pandemic of SARS-CoV-2 (aka ‘coronavirus’) which led to teaching adaptations: online learning, hybrid schedules, and modified school schedules. Teacher participants are from two elementary school sites in Northern California that serve predominantly Latine students. The research findings found that, due to the pandemic, most of the study pool of teachers had put teaching SEL to the side while focusing on academics, found SEL and CRT to be relevant despite their own implementation of these practices or lack thereof, and that there is not enough teacher knowledge on Trauma Informed Pedagogy.
Keywords: Social and Emotional Learning, SEL, Culturally Relevant Teaching, CRT, Trauma Informed Pedagogy, TIP, Latine, Differentiation