Peer-reviewed article
When you know better, do better: a reconceptualization of SEL for Black youth.
Heidelburg K, Scott M, Collins TA ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This article proposes a new framework for social-emotional learning (SEL) programs designed specifically for Black youth in schools. The authors argue that existing SEL programs often reflect dominant cultural values and fail to address the needs of racially minoritized students. They outline five key components for culturally responsive SEL: afrocentrism, anti-oppressive frameworks, strength-based approaches, student empowerment and healing, and evidence-based practices. The article provides recommendations for schools to implement these components through system-level changes and community partnerships.
Key points
- Current SEL programs may reflect Eurocentric, heterosexual, ableist, and middle-class American values
- Five key components proposed: afrocentrism, anti-oppressive frameworks, strength-based approach, student empowerment/healing, and evidence-based practices
- Intended to promote positive academic, behavioral, and social-emotional outcomes for Black youth
- Recommendations include system-level integration, community partnerships, and policy changes to meet the needs of Black youth
Limitations
This is a conceptual article that does not evaluate an actual intervention or program implementation. It proposes a framework rather than reporting empirical evidence of its effectiveness with Black students.
Abstract
Social-emotional learning (SEL) is often presented as a way to promote positive student outcomes. However, current SEL programs may reflect Eurocentric, heterosexual, ableist, middle-class American values and overlook the needs of racially/ethnically minoritized youth. To help school psychologists engage in social justice advocacy to improve Black students' wellbeing, this conceptual article highlights five key components of SEL for Black youth. The authors focus on: (1) afrocentrism; (2) anti-oppressive frameworks; (3) a strength-based approach; (4) student empowerment and healing; and (5) evidence-based practices as essential to SEL to promote positive academic, behavioral, and social-emotional outcomes for Black youth. Supporting research for each component is included, along with recommendations for system-level integration to enhance school interventions, promote community partnerships, and establish policies that meet the needs of Black youth.