With regards to efforts to imagine more equitable spaces of learning for all students, we are compelled to ask: How can SEL programs address the needs of marginalized, minoritized, and/or historically under-resourced students without deeply considering the cultured context of social interaction and school learning? Although evidence shows SEL programs yield benefits in multiple domains, most programs are based on monolithic approaches that often do not consider dynamics of power and oppression in the context of schooling. In this paper, we discuss the crucial role of culture in SEL frameworks. We propose adopting an interdisciplinary lens to integrate culturally relevant pedagogy (CRP) and culturally sustaining pedagogy (CSP) into SEL programs to promote student well-being and academic achievement across contexts.
Mahfouz, J., & Anthony-Stevens, V. (2020). Why Trouble SEL? The Need for Cultural Relevance in SEL. Occasional Paper Series, 2020 (43). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2020/iss43/6