{"id":80594,"date":"2025-01-08T10:29:14","date_gmt":"2025-01-08T16:29:14","guid":{"rendered":"https:\/\/casel.org\/?post_type=blogposts&#038;p=80594"},"modified":"2025-01-08T10:29:17","modified_gmt":"2025-01-08T16:29:17","slug":"sel-journal-recap-3-things-we-learned-about-culturally-sustaining-sel-in-the-classroom","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/sel-journal-recap-3-things-we-learned-about-culturally-sustaining-sel-in-the-classroom\/","title":{"rendered":"SEL Journal Recap: 3 Things We Learned About Culturally Sustaining SEL in the Classroom"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"key-points\"><strong>Key Points<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<ul class=\"wp-block-list\">\n<li>When Emily Meland and Gretchen Brion-Meisels struggled to find resources that explicitly brought social and emotional learning (SEL) and teaching practices that celebrated and nurtured students\u2019 cultures together, they decided to create their own: an integrative model of culturally sustaining SEL.<\/li>\n\n\n\n<li>Their model features elements that make culturally sustaining SEL possible: three foundational capabilities for educators, two processes for students and educators, and three practices.\u00a0<\/li>\n\n\n\n<li>Here are three key takeaways from <a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2773233924000160?ref=pdf_download&amp;fr=RR-2&amp;rr=891a481dfe4417e9\" target=\"_blank\" rel=\"noreferrer noopener\">Meland and Brion-Meisel\u2019s research paper<\/a> on their proposed model, published in the <a href=\"https:\/\/www.sciencedirect.com\/journal\/social-and-emotional-learning-research-practice-and-policy\" target=\"_blank\" rel=\"noreferrer noopener\"><em>SEL Journal<\/em><\/a>.\u00a0<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"1-foundational-capabilities-for-educators\"><strong>1. Foundational Capabilities for Educators<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Culturally sustaining pedagogy is a strengths-based, student-centered approach to teaching and learning that celebrates students\u2019 unique backgrounds, communities, and experiences.&nbsp;<\/p>\n\n\n\n<p>To meaningfully engage in culturally sustaining SEL, Meland and Brion-Meisel propose that educators must:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Self-reflect.\u00a0<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Be reflective and aware of your behaviors, emotions, and interactions, including how your own cultural background may impact your expectations of students. When possible, engage in reflection with trusted colleagues through shared communities of practice.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Build caring, authentic, and reciprocal relationships with students.<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Foster genuinely caring relationships and two-way communication with students. Maintain high expectations for all students, and actively work to eliminate barriers to their well-being and success.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Shift the balance of power.<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Share power in the classroom through actions like inviting and supporting students\u2019 voice and choice, encouraging peer learning and discussion, and listening to student, family, and community wisdom and expertise.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"2-processes-for-students-and-educators\"><strong><strong>2. Processes for Students and Educators<\/strong><\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>In the researchers\u2019 model of culturally sustaining SEL, educators\u2019 foundational capabilities are supported by two facilitative processes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Co-construction<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Together, students and teachers create the classroom environment, knowledge, and skill development to meet the needs of all students. For example, collaborate to develop and maintain classroom charters, and seek and integrate feedback from students on classroom learning and environment.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Co-regulation<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Children who struggle to self-regulate need emotional support and stability from the adult in the room. It\u2019s also helpful to teach and coach in-the-moment regulation strategies, like deep breathing. To do this effectively, it\u2019s important to attend to your own well-being, ideally through individual, collective, and systems-level resources and sources of support.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"3-practices\"><strong>3. Practices<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>At the top of the model sit three practices that Meland and Brion-Meisel say are essential to making culturally sustaining SEL a reality:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Predictable and inclusive norms, structures, and routines<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Develop consistent classroom routines, expectations, systems, and scaffolds that \u201cdraw upon students\u2019 strengths, abilities, interests, and backgrounds and invite all students to participate.\u201d For instance, include SEL scaffolds like pictures, posters, manipulatives, and structures like a Thinking Spot or Calming Corner.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Multi-modal and transformative activities, lessons, and content<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Classroom instruction embraces the various ways students learn and explicitly builds their social and emotional skills. Materials should \u201cactively and accurately incorporate students\u2019 histories, heritages, cultures, and experiences,\u201d allowing students to practice perspective-taking and demonstrating empathy and compassion for people from diverse backgrounds.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Individualized intervention<\/strong><\/li>\n<\/ul>\n\n\n\n<p>Engage with students one-on-one in support of their social and emotional skill development. Provide consistent opportunities to learn and practice these skills, and communicate regularly with students\u2019 families around student strengths, challenges, and development of social and emotional skills.<\/p>\n\n\n\n<p>To learn more, read the <a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2773233924000160?ref=pdf_download&amp;fr=RR-2&amp;rr=891a481dfe4417e9\" target=\"_blank\" rel=\"noreferrer noopener\">full research paper<\/a> in the <a href=\"https:\/\/www.sciencedirect.com\/journal\/social-and-emotional-learning-research-practice-and-policy\" target=\"_blank\" rel=\"noreferrer noopener\"><em>SEL Journal<\/em><\/a>.\u00a0<\/p>\n\n\n\n<p>Interested in being published in the <em>SEL Journal<\/em>? <a href=\"https:\/\/www.sciencedirect.com\/special-issue\/316556\/integrating-social-emotional-and-academic-learning-knowledge-innovation-and-transformation\" target=\"_blank\" rel=\"noreferrer noopener\">Submit your work<\/a> to the<em> Journal<\/em>\u2019s special edition on \u201cIntegrating Social, Emotional, and Academic Learning.\u201d Letters of intent due Feb. 15.\u00a0<\/p>\n\n\n\n<p><strong>Related Posts:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/casel.org\/blog\/5-must-read-articles-from-the-sel-journal\/\" target=\"_blank\" rel=\"noreferrer noopener\">5 Must-Read Articles From the SEL Journal\u00a0<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/how-can-school-districts-elevate-student-voice-check-out-three-case-studies-from-across-the-u-s\/\" target=\"_blank\" rel=\"noreferrer noopener\">How Can School Districts Elevate Student Voice? Check out Three Case Studies From Across the U.S.<\/a><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"write-for-us\"><strong>Write for Us<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Are you interested in writing for CASEL\u2019s blog, <em>Constellations<\/em>? <a href=\"https:\/\/docs.google.com\/document\/d\/1zSZFveKA8xsmlCADpfDP8t-y9emN0qswHQh1MnfmqBI\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Learn more<\/a> about what we\u2019re looking for and how to pitch your idea!<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key Points Back to top 1. Foundational Capabilities for Educators Back to top Culturally sustaining pedagogy is a strengths-based, student-centered approach to teaching and learning that celebrates students\u2019 unique backgrounds, communities, and experiences.&nbsp; To meaningfully engage in culturally sustaining SEL, Meland and Brion-Meisel propose that educators must: Be reflective and aware of your behaviors, emotions, [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":80595,"comment_status":"open","ping_status":"closed","template":"","theme":[201],"class_list":["post-80594","blogposts","type-blogposts","status-publish","has-post-thumbnail","hentry","theme-deep-dives"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts\/80594","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts"}],"about":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/types\/blogposts"}],"author":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/comments?post=80594"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media\/80595"}],"wp:attachment":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media?parent=80594"}],"wp:term":[{"taxonomy":"theme","embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/theme?post=80594"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}