Cultural Competence and Knowledge of Students

Introduction

“Fight for the things that you care about, but do it in a way that will lead others to join you . ”

—RUTH BADER GINSBURG, Supreme Court justice

At first glance, the title of this book may read to some like many buzzwords to cover in one source. Social and emotional learning (SEL) alone is a behavioral framework focusing on self and social awareness competencies and responsible decision making (CASEL, 2020b). The title includes trauma-informed, culturally responsive teaching and restorative justice, so readers know that the book is not just about SEL. Instead, it guides for assisting multiple student needs by implementing practices from these pedagogies through an equity and SEL integration framework. This book is written to either help begin or strengthen your equity journey by paying close attention to your own emotional intelligence (EQ) and the EQ of those around you.

Like past education initiatives, SEL was thrust into the national spotlight. Teachers everywhere have tried to implement it—many without adequate background in the topic, school leadership support, and while enduring political pressure. Additionally, there’s been much pushback on SEL in spaces where SEL and emotional regulation are overdone and presented as a panacea for problems facing educators and students unprepared to learn (Blad, 2020).

This book is about focusing on the equity topics and SEL needs of vulnerable students. I attempt to do this by keeping research integrity (engaging in action research and citing authentic sources) and doing my best not to alienate skeptical readers. My research and work with schools informs me that teachers become frustrated when their self-efficacy is threatened by questionable policies and relentless new mandates, particularly during a pandemic like that of COVID-19 beginning in 2020. Having a set of trusted pedagogical strategies can help teachers improve SEL practice over time—even under extreme pressure.