Abstract
This study utilized a mixed methods approach to evaluate factors that affected implementing a culturally responsive mindfulness-based social-emotional learning program in K-5 settings. As limited studies examine culturally responsive social-emotional learning (CRSEL) programs, this study identified facilitating factors and barriers experienced by three contracted SEL coaches placed in primary settings to deliver a curriculum at the contracting schools. Quantitative measures were collected to determine how local site leadership engaged with and supported the program’s implementation. Importantly, this study identified that using a standardized assessment may not be the most reliable measure of leadership's engagement with culturally responsive SEL programs.
In addition to evaluating the CRSEL program, this study sought to determine how educational leaders engaged stakeholders to develop transformative social-emotional learning competencies. As limited studies discuss transformative social-emotional learning (TSEL), this study’s findings contribute to the developing field of TSEL by identifying that a targeted CRSEL intervention may effectively develop student agency and self-efficacy. Limitations include the small sample size and the fact that the researcher did not directly evaluate the cultural responsiveness of the company-reported CRSEL program.
This study examined two fields in which research is limited. Therefore, literature and the conceptual framework were drawn from multiple known areas of study, including social-emotional learning, culturally responsive education, transformative social-emotional learning, and equity-centered studies. This study’s findings offer recommendations for leadership, policy, and practice. It also guides the continued development of culturally responsive social-emotional learning frameworks to create systems that develop students' transformative social-emotional learning competencies.