Equity in Social Emotional Learning Programs: A Content Analysis of Equitable Practices in PreK-5 SEL Programs

As the positive impact of social emotional learning (SEL) has become widely recognized, there is increasing demand for SEL programs to address diverse cultures, identities, and experiences all students in classroom, particular color other youth impacted by structural inequality. increasingly provide resources guidance ensure that are represented materials content help educators understand how culture plays a role development expression competencies. However, few intentionally designed with equity mind even fewer examine historical inequalities both teaching skills. While many believe well-positioned play creating environments where races, backgrounds feel safe, respected, empowered, link between not always clear. Furthermore, despite existing well-established, research-grounded practices from which draw fields, field currently lacks coherent unified definition what constitutes equitable looks like classroom. schools educational settings strive toward more students, needs clearer viewpoint explicit describing can be better integrated into programming practice. This paper describes need SEL, summarizes research practices, provides set recommendations implementing them effectively settings. We begin brief exploration relationship potential create equitable, inclusive, just environments. Next, we present key perspectives literature shape current views on issues practice, proposing principles SEL. Finally, discuss state PreK-5 programs, using findings analysis describe extent lessons promote transformative skill building.