Six recommendations for school and district leaders to create equitable SEAD learning environments¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report outlines six recommendations: (1) provide meaningful professional development and supports, (2) engage parents, students, and communities as full partners, (3) diversify the workforce, (4) ensure equitable access to and supports for success in rigorous and culturally sustaining coursework, (5) develop inclusive discipline and dress code policies, and (6) provide access to integrated wraparound services and supports. These span changing adult beliefs and mindsets and changing systems and policies.

Design Implications¶

Context¶

Requirements¶

• School and district leaders must be willing to examine and change existing policies and practices

Constraints¶

• Participants noted schools cannot be trusted to do this work without addressing systemic racism and inequities

Target Learners¶

• students of color
• students from low-income backgrounds
• LGBTQ youth
• students with disabilities
• English learners

Target Learning Goals¶

• social-emotional development
• academic development
• student belonging
• holistic well-being

Related Strategies¶

• Engage students, families, and communities as full partners, centering marginalized voices in policy and practice decisions
• Family, community, and student engagement as full partners in SEAD policy and practice
• Six policy areas state leaders can implement to create equitable SEAD-supportive learning environments
• Professional development in asset-based pedagogies and adult SEL to build culturally affirming environments
• Three state levers for supporting local SEAD implementation

Examples¶

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Key Sources¶

• Duchesneau, N. (2020). Social, Emotional, and Academic Development Through an Equity Lens (#ReEnvisionSEL). The Education Trust. https://edtrust.org/resource/social-emotional-and-academic-development-through-an-equity-lens/