Social-Emotional Learning Through an Equity Lens - Shawna Longo

Social-Emotional Learning

Through an Equity Lens

Shawna Longo Durban Avenue School, Hopatcong Borough Schools shawnalongo[at]gmail.com

In my previous two articles last year, I laid a foundation of what social-emotional learning is and how it authentically connects to music. In 2020, CASEL revised their definition of SEL, as well as their “CASEL Wheel,” in order to advance educational equity and excellence.

This revised definition supports a more culturally responsive classroom and school.

“Social Emotional Learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity to empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.”

In the above two-paragraph definition, I have italicized the changes that CASEL made to its original definition of SEL in order to highlight the key additions. You will notice that it is broader in scope and offers a more holistic view of where and how SEL occurs. It also promotes the inclusion of family and community, adult SEL (aka teachers), curriculum and instruction, reflection through continual evaluation, and equity.

As you will see from the graphic below, the five core competencies remain the same.

According to CASEL, these five competencies, or goals, can be combined to create three areas of focus: SELF, OTHERS, and DECISIONS. There are two competencies that fall under the SELF-category (in orange) as they are introspective, or looking inward: SelfAwareness and Self-Management. The focus on “SELF” has shifted to IDENTITY. Social Awareness and Relationship Skills fall under the OTHERS-category (in green) as they pertain to how we interact outwardly. Their focus has shifted to AGENCY. And, Responsible Decision Making comprises the DECISIONS category (in yellow) which impact ourself and others. The shift here has moved toward BELONGING. This “new” definition elevates identity, agency, and belonging as critical pillars of SEL.

The major difference is the inclusion of four rings around the five core competencies. These rings, or settings, promote a systemic approach to SEL by including ALL parties at all levels. The intent is that this work should start in the classroom through SEL instruction and classroom climate. Schoolwide culture, practice, and policies drive the next ring by merging classroom initiatives through common themes and practices. It then progresses outside of our school walls to bring families and caregivers into the process through authentic partnerships. And, finally it builds its systemic approach with the inclusion of the community through aligned learning opportunities. Using this model, anyone and everyone in the students’ lives are connected and play an important role in the academic AND social emotional development of ALL students.

Fostering Equity through SEL and Music In addition to intentionally embedding SEL into our music class to encourage your students’ growth as a sustained practice, you can also use SEL as a lever to foster equity in your classroom and promote the cultural assets that all students bring.

“Create conditions that support students in developing self-awareness and self-management to discuss personal and group strengths and biases, social awareness and relationship-building skills to foster cross-cultural relationships, and responsible decision-making skills to reflect on and address the impacts of racism and other forms of inequitable treatment.” CASEL: Emerging Insights on Advancing Social and Emotional Learning as a Lever for Equity and Excellence. August 2020, p1. https:// casel.org/wp-content/uploads/2020/08/CASEL-EquityInsights-Report.pdf

CASEL has provided a comprehensive list of guiding questions for educators to use when reflecting upon how they can foster equity in the classroom through the five core competencies. See the graphic below.

Through these practices, we can establish a community that encourages a growth mindset. This can occur through the creation of a safe space to make mistakes, put weaknesses on display, and learn from them. We also want to provide opportunities for students and teachers to celebrate their own success and reflect on areas for improvement. This can be effectively done through class discussions or journaling. I encourage you, as the teacher, and your students to keep a journal for the purpose of tracking and reflecting upon your social emotional development. The journal entries can be formal or informal and include the following practices:

• Reflective prompts – can be related to personal or group practice (preparation) or performances, related to outside or professional performances, or based on musical elements included in a score and how they relate to the audience’s emotional response or experience • Questions – to promote internal reflection as related to the 5 core competencies and how they relate to the artistic processes (see selarts.org for Essential Question ideas) • Daily Gratitude – reflect and list one thing that you are grateful for today, this can be as simple as “I am grateful that the classroom teacher picked up his/her students on time today.” Resources: • www.selarts.org • The Center for Arts Education & Social Emotional

Learning – www.artsedsel.org • CASEL - www.casel.org • CASEL Releases New Definition of SEL: What You

Need to Know - https://artsedsel.org/wp-content/ uploads/CASEL-Releases-New-Definition-of-SEL_-

What-You-Need-to-Know.pdf • Guiding Questions for Educators: Promote Equity Using SEL - https://drc.casel.org/uploads/ sites/3/2019/03/Guiding-Questions-for-Educators-

Promote-Equity-Using-SEL-12.17.19.pdf

Shawna E. Longo is the General Music (Music Technology) teacher and Arts Integration Specialist at Durban Avenue School, Hopatcong, NJ. She also serves as the Arts Integration & STEAM Specialist for TMI Education; Coach for The Institute for Arts Integration & STEAM; Lead Consultant for Essential Elements Music Class (Hal Leonard); and an Ambassador/Consultant for Music First and Jamstik. With 20+ years of teaching experience, Mrs. Longo holds a Bachelor of Music in Music Education degree from The Catholic University of America in Washington, DC; a Master of Public Administration in Arts Administration from Seton Hall University in South Orange, NJ; Supervisor/Curriculum Director’s certification from Rutgers University in New Brunswick, NJ; and certification as an Arts Integration Specialist (Level 1) as well as certification as an Arts Integration Leader (Level 2) from The Institute for Arts Integration and STEAM. She is a clinician and consultant for music education, music technology, social emotional learning, arts integration, and STEAM. She is also a recipient of the 2021-2022 Sussex County Teacher of the Year, 2021 NJ State Teen Arts Festival Arts Educator of the Year Award, 2021 Governor’s Educator of the Year for Durban Avenue School, 2019 Mike Kovins Ti:ME Music Technology Teacher of the Year, 2019 New Jersey Governor’s Award in Arts Education, 2019 Teach Rock Star Teacher Award from The Rock and Roll Forever Foundation, 2018 NJMEA Master Music Teacher Award, and 2016 Governor’s Educator of the Year for Hopatcong Middle School. Twitter: [at]shawnalongo