From 'Sit Still' to 'Speak Up': Transforming SEL Through an Equity Lens
When I was invited to contribute a chapter to the book Frameworks for Multi-Tiered Systems of Support for Trauma-Informed Educational Settings, I was both honored and energized. The opportunity to explore the intersections of anti-racist education, social-emotional learning, and trauma-informed practice felt deeply meaningful—and, honestly, a bit daunting. Writing the chapter turned out to be a rewarding (and at times intense) process that pushed me to think critically, research deeply, and reflect on what equity truly looks like in our schools. It wasn’t quick work—but it was the kind of slow, thoughtful labor that feels worth every minute when you're passionate about making lasting change.
Here is the gist of my chapter (it's Chapter 6, btw) "Integrating Anti-Racist Education into Social-Emotional Learning Within a Trauma-Informed MTSS Framework".
As classrooms across the U.S. grow more diverse, it's clear that traditional social-emotional learning (SEL) programs—rooted in Eurocentric ideals of individualism and self-regulation—often miss the mark for students from historically marginalized communities. This chapter calls on educators to transform SEL from a one-size-fits-all approach into a justice-centered practice. By embedding anti-racist principles into SEL and using the Multi-Tiered System of Supports (MTSS) as a framework, schools can foster more inclusive, healing-centered environments.
Grounded in transformative SEL and critical race theory, this approach prioritizes student voice, cultural identity, and critical consciousness. Rather than teaching students to simply “fit in,” it encourages them—and their educators—to question inequitable systems and become agents of change. Schools like Oakland and Chicago are already leading the way by integrating restorative practices—relationship-building strategies focused on repairing harm and fostering accountability—into SEL efforts. These localized models show that culturally responsive SEL isn’t just aspirational—it’s both practical and powerful.
However, this work faces real challenges. Political pushback, underfunded schools, and limited teacher preparation can dilute or block anti-racist initiatives. That’s why the chapter emphasizes the importance of strong professional development, equity-centered curriculum reviews, and deep partnerships with families and communities. Equity can’t be an add-on; it must be part of every tier of MTSS, from classroom-wide norms to individualized support.
The takeaway? SEL must evolve—and in doing so, it can become one of the most transformative tools in education today. When rooted in anti-racist principles, SEL shifts from behavior management to identity affirmation and collective empowerment. It creates classrooms where students don’t just feel safe but seen. Where emotional learning is tied to real-life experiences. And where belonging isn’t a buzzword—it’s a lived reality. For educators, this means committing to continuous reflection, cultural humility, and a willingness to disrupt inequity wherever it shows up. By embedding equity into the heart of SEL, we’re not only supporting students’ emotional development—we’re building stronger, more just communities from the ground up.
THIS JUST IN…along with a couple of colleagues, we will be contributing a chapter titled “Scaffolding Dispositions for Teacher Retention: A Cohort-Based and Standards-Aligned Model for Professional Growth in Teacher Preparation” for the book “Creative Approaches to Teacher Retention” set for an early 2026 publication.