Addressing Inequity in Special Education: An Integrated Framework for Culturally Responsive Social Emotional Practice (PDF)
This research study presents an overview of literature related to school- and teacher-based factors that contribute to issues of disproportionality related to social-emotional challenges and emotional disturbance. It concludes with the recommendation for an integrated framework of culturally responsive practice and social-emotional learning as an approach to target these factors.
Citation/Source
Sciuchetti, Maria B. 2017. “Addressing Inequity in Special Education: An Integrated Framework for Culturally Responsive Social Emotional Practice.” Psychology in the Schools 54 (10): 1245–1251.
Publication Date 2024
Practical Guide for Financing Social, Emotional and Mental Health in Schools (PDF)
This is a guide for school district leaders interested in exploring partnerships and accessing Medi-Cal to meet the social, emotional, and mental health needs of students in schools. The guide gives an overview of what school district leaders need to know about Medi-Cal billing, how to integrate Medi-Cal funded supports for students, actions school districts can take and steps to integrate Medi-Cal into a Coordinated System of Supports.
Citation/Source
Briscoe, A., Estes, E., Eng, A., Burness, M., Cazares, L. 2020. Practical Guide for Financing Social, Emotional and Mental Health in Schools. California: California Children's Trust/Breaking Barriers, https://cachildrenstrust.org/wp-content/uploads/2020/08/practicalguide.pdf
Publication Date 2024
Building Authentic School-Family Partnerships through the Lens of Social and Emotional Learning. Social and Emotional Learning Innovations Series (Article)
The report offers case studies of four guiding actions in practice of SEL and family partnerships. The report includes these guiding actions for school staff: (1) Begin with family priorities, (2) Transform power dynamics; (3) Build reciprocity and agency; and (4) Undertake change as collective inquiry.
Citation/Source
Skoog-Hoffman, A., Coleman, B., Nwafor, E., Lozada, F., Olivo-Castro, S., & Jagers, R. (2023). Building Authentic School-Family Partnerships through the Lens of Social and Emotional Learning. Social and Emotional Learning Innovations Series. In Collaborative for Academic, Social, and Emotional Learning. Collaborative for Academic, Social, and Emotional Learning.
Publication Date 2024
Implementing Social-Emotional Learning in the Elementary Classroom (Article)
Using multiple perspectives the authors performed a literature review of social emotional learning. The article includes recommendations for school leaders to consider when implementing
social-emotional learning in their elementary school buildings.
Citation/Source
Kaspar, K. L., & Massey, S. L. (2023). Implementing Social-Emotional Learning in the Elementary Classroom. Early Childhood Education Journal, 51(4), 641–650. https://doi.org/10.1007/s10643-022-01324-3
Publication Date 2024
Transformative Educators are Warm Demanders (Webpage)
In this article, Dr. Bindreiff described the importance of balancing empathy for the challenges children with mental illness, income instability, and racism face with high expectations. The author argues that “warmth paired with high expectations requires we invest in becoming community builders, capable of seeing and developing what lies buried inside each student” and that warmth has a greater impact than competence on our assessment of others.
Citation/Source
Bindreiff, D. 2022. Transformative Educators are Warm Demanders. Corwin Connect, https://corwin-connect.com/2022/11/transformative-educators-are-warm-demanders/ (accessed January 30, 2023).
Publication Date 2024
