SEL-7200 v1

What is the CASEL framework? (2023, March 3). CASEL. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
This webpage will give an overview and refresher on the key components of SEL and how they are applicable to all students from a variety of diverse backgrounds with the intent of developing equitable learning experiences in which diverse learners can flourish.

CASEL Statement on Federal Overreach and Misrepresentation of Social and Emotional Learning (2025, April 2). CASEL. https://casel.org/casel-statement-on-federal-overreach-and-misrepresentation-of-social-and-emotional-learning/
This CASEL.org webpage is a response to the 02.14.2025 “Dear Colleague” letter issued by the federal govt. regarding DEI policies.

How does SEL support educational equity and excellence? (2023, July 19). CASEL. https://casel.org/fundamentals-of-sel/how-does-sel-support-educational-equity-and-excellence/
This CASEL.org webpage focuses on the work that continues to be done to support SEL as an opportunity to develop equitable classroom opportunities for diverse learners.

Cook-Harvey, C. M., Flook, L., Efland, E., & Darling-Hammond, L. (2020). Teaching for powerful learning: Lessons from Gateway Public Schools. Learning Policy Institute. https://learningpolicyinstitute.org/product/social-and-emotional-learning-case-study-gateway-report
This review of the Gateway Public School System in the San Francisco area focuses on its efforts to empower students from all diverse backgrounds in developmentally appropriate ways using student-centered teaching, collaborative and project-based learning, and authentic assessment.

Garner, P. W., Legette, K., & Shadur, J. M. (2024). A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions. Psychology in the Schools, 61(7), 2968–2991. https://doi.org/10.1002/pits.23197
This research focused on the intervention elements of equity-sensitive and culturally responsive teacher-student relationships and how they may improve the sense of relational inclusion in the classroom.

Konishi, C., Vargas-Madriz. L. F., & Tesolin, J. (2025). Fostering equity, diversity, and inclusion through social-emotional learning: The role of digital technologies. Journal of Research on Technology in Education, 1-13. https://doi.org/10.1080/15391523.2025.2455054
This research studied the impact of social emotional learning through digital technology in improving an equitable, inclusive, diversity-responsive environment for students.

Michalec, P., & Wilson, J. L. (2022). Truth hidden in plain sight: How social-emotional learning empowers novice teachers' culturally responsive pedagogy in Title I schools. Journal of Education, 202(4), 496-506. https://doi.org/10.1177/0022057421991866
This article addresses the ongoing challenge in urban schooling to develop a more holistic approach to teaching, including a consideration of how social emotional competence of teachers contributes to teaching culturally and linguistically diverse students.

Rosenblum, J. A., & Jacob, M. M. (2024). Indigenous Zoom: Relational approaches to virtual learning. Equity & Excellence in Education, 57(1), 122-135. https://doi.org/10.1080/10665684.2023.2200209
In this review of the difficulties of using emergency remote teaching, conclusions are drawn about the ongoing need for relational approaches to learning and how to make educational spaces more welcoming for everyone.

Vera, E. M. (2022). Social emotional learning and cultural relevancy: Real world challenges. Preventing School Failure: Alternative Education for Children and Youth, 67(4), 233–245. https://doi.org/10.1080/1045988X.2022.2109565
This qualitative study examines the use of SEL and its relevance for minority students. Implications for using SEL to improve diverse students’ academic outcomes and well-being are discussed.