When you know better, do better: a reconceptualization of SEL for Black youth

Social-emotional learning (SEL) is often presented as a way to promote positive student outcomes. However, current SEL programs may reflect Eurocentric, heterosexual, ableist, middle-class American values and overlook the needs of racially/ethnically minoritized youth. To help school psychologists engage in social justice advocacy to improve Black students' wellbeing, this conceptual article highlights five key components of SEL for Black youth. The authors focus on: (1) afrocentrism; (2) anti-oppressive frameworks; (3) a strength-based approach; (4) student empowerment and healing; and (5) evidence-based practices as essential to SEL to promote positive academic, behavioral, and social-emotional outcomes for Black youth. Supporting research for each component is included, along with recommendations for system-level integration to enhance school interventions, promote community partnerships, and establish policies that meet the needs of Black youth.