Why Culturally Relevant Pedagogy is Essential for SEL Curriculum in Schools

Disciplinary actions within the school system is racially charged. Research demonstrates that Black male students are more likely to be suspended or expelled (Gregory & Fergus, 2017) or segregated into special education classes (Blanchett, 2010; Reid & Knight, 2006). In order to decrease the number of suspensions and expulsions, districts have adopted Social Emotional Learning (SEL) frameworks into their schools in order to increase emotional regulation among students and “fix” behavioral issues (Gregory & Fergus, 2017). 

While this tactic has decreased the overall percentage of suspensions and expulsions, the racial disparity remains at an all time high. In other words, Black and Brown students still experience a higher percentage of disciplinary actions than white students within their schools (Gregory & Fergus, 2017). The reasoning for this is because districts are adopting a “colorblind” SEL curriculum that excludes the voices of marginalized students. 

As a result, two more problems arise: 

1) The SEL curriculum still exists within a white framework

2) The SEL curriculum is solely directed at the students without the adults engaging in their own social emotional learning (Gregory & Fergus, 2017). 

This suggests that not only are educators not analyzing their own biases, but they are imposing emotion regulation that is based on what white culture believes is developmentally appropriate, without allowing for the diversity of other cultural expression. Thus, a possible solution for these issues is the creation of a Social Emotional Learning curriculum for adults through a Culturally Responsive Pedagogy framework.