Exceprt from article by Dena Simmons:
As a black educator, trainer, and researcher in the field of social-emotional learning, I am often asked, in confidence, by teachers and school leaders: "Is this SEL program really going to work for my students of color?" I continue to be taken aback by the question and wonder about its genesis, especially since we know from research the benefits of school-based, social-emotional learning for students: improved attitudes and behaviors, better relationships, and increased academic performance
But deeper reflection leaves me feeling conflicted. On the one hand, I recognize the good intentions of educators and their desire for all students to be successful. I also know, from my own experiences as a student and former middle school teacher, that good intentions do not always lead to good results.
The inquiring educator may rightfully suspect that her students of color need teaching and curricula that are responsive to their life experiences. Yet, the question implies that her students need something more, something remedial, in order to be reached. As such, the question inadvertently positions the student as the problem. It highlights the incomplete narrative that children of color are in need of some intervention to save them from themselves. It further reveals the educator’s implicit bias—the unconscious stereotypes about groups of people that drive behavior and decision making—and the need to create and teach social-emotional learning programs within a culturally relevant context.
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