Transformative Social and Emotional Learning and Teacher Praxis

Transformative social and emotional learning (SEL) is a process in which students and teachers build strong, respectful relationships founded on an appreciation of similarities and differences, learn to critically examine the causes of inequity, and develop collaborative solutions to community and societal problems (Jagers et al., 2018). The language of transformative SEL may be novel, yet it can be advantageous to look to practice and see how teachers – who play a significant role in the implementation of SEL programs (Jones et al., 2013) – may already be leveraging SEL in service of equity. Five middle-school teachers who implemented a cultural dance and SEL program during the 2020-2021 school year participated in two interviews before and after implementation. Data from interviews were coded and analyzed using qualitative thematic analysis (Braun & Clark, 2006). The results of the study highlight the interconnectedness of SEL and equitable approaches in education. In teachers’ descriptions of SEL, they often discussed the importance of openness, nonjudgement, and advocacy. Acceptance and appreciation of differences permeated discussions of both SEL and equity. Teachers provided students with varied avenues to success, as well as expanded content knowledge to both expose students to new things and to relate to students’ lived experiences. Teachers practiced transformative SEL in many ways: teachers were intentional, transparent, provided opportunities for students’ voice and choice, and communicated care to their students. Further, teachers’ mindsets recognized students as individuals with whom to create unique relationships and viewed students in a positive light. These mindsets and practices provided a foundation for authentic relationships and important dialogue in the classroom. Findings from this study can inform the development of pre-service and in-service teacher training, curricula and programming, and future research.