Abstract
When successfully implemented, social and emotional learning programs can promote a number of positive social, emotional, health, and academic outcomes for youth over time (Bierman et al., 2010; Durlak, 2022; Taylor et al., 2017). Critical to SEL programming in elementary and middle schools is planning and implementation, which involves a number of resources and stakeholders, including teachers, administrators, families, and students (Shoesmith et al., 2021). This paper contributes to SEL implementation in practice for culturally diverse communities. We 1) discuss the SEL curriculum and steps to integrate it into existing curriculum with 1st-8th grade staff, (2) describe development and continuation of university-elementary/middle school partnerships, including planning with teachers and school administrators, as well as district administrators and parents, 3) outline training sessions with university students to become SEL mentors and coordinators, 4) discuss partnership and shifts since the COVID-19 pandemic, and 5) identify implications of this work for practices to be implemented in other schools, especially best practices of SEL delivery to disadvantaged youth, and methods to address diversity and inclusion in working with youth. Through a university-elementary/middle school partnership, students can receive holistic support and growth in critical social and emotional learning skills to address a number of academic, social, and mental health issues. At the same time, such programming integrating university students can create an environment and pathways that allow them to be future leaders in social and emotional learning.