Transformative Social and Emotional Learning: Work Notes on an Action Research Agenda

• Published in: Urban education (Beverly Hills, Calif.) Vol. 57; no. 2; pp. 191 - 197
• Main Authors: Williams, Brittney V., Jagers, Robert J.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-02-2022; SAGE PUBLICATIONS, INC
• Subjects: Action research; Activism; Educational Change; Educational Improvement; Elementary Secondary Education; Emotions; Equal Education; Inequality; Learning; Organizations (Groups); Parent Participation; Schools; Self Concept; Social & emotional learning; Theory Practice Relationship; Transformative Learning; Urban Education; belonging; community partnerships; agency; transformative SEL; identity; parent participation; school reform; urban education; activism; parental involvement
• ISSN: 0042-0859; 1552-8340
• DOI: 10.1177/0042085920933340

The potential for transformative social and emotional learning (SEL) was conceptualized as a lever in service of equity. This article explains the next steps and working assumptions the Collaborative for Academic, Social, and Emotional Learning (CASEL) has employed to collectively address the inequities that exist in schools. The proposed research agenda has implications for the continuous improvement of various resources. It also supports the formation of research–practice partnerships that will work to find frameworks, spaces, and stakeholder groups that will journey to implement and promote relevant efforts needed to create equitable learning environments where youth can excel.