Brief No. 11 - The National Coalition on School Diversity - How to Support the Social-Emotional Well-Being of Students of Color

Oct 15, 2026

Research Brief No. 11 by the National Coalition on School Diversity explains why racially and socioeconomically integrated schools can deliver both social and academic benefits for children. It emphasizes that interdistrict integration programs must also protect students’ social-emotional well-being when they attend schools outside home communities. The brief highlights research-based best practices, including culturally competent educators, culturally responsive teaching and curriculum, and recruiting, retaining, and supporting teachers of color.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Research Brief Overview

Evidence for Integrated Schooling Benefits

Policy Context for School Integration

Research-Based Best Practices for Supporting Students of Color

| Brief No. 11 | The National Coalition on School Diversity | | --- | --- | | September 2017 | Research Brief
How to Support the Social-Emotional Well-Being of Students of Color
Research & Best Practices from Interdistrict Integration Programs | | By Carole Learned-Miller
SUMMARY
Across the nation, school districts are intentionally integrating students of different racial and socioeconomic backgrounds in order to increase access to educational opportunity, boost achievement, and prepare students to be thoughtful and collaborative citizens in our multiracial society. Some districts have developed interdistrict integration programs in order to bring students together from neighboring towns or even an entire region. While the benefits of interdistrict programs are many, district leaders must ensure the social emotional well-being of students who are attending schools outside of their home communities. This brief highlights successful interdistrict integration programs and the practices their leaders and practitioners have employed to create welcoming and inclusive learning environments for their students.
| | Decades of research demonstrates that children benefit both socially and academically from learning with classmates who have different backgrounds. Children who attend racially and socioeconomically integrated schools, in fact, derive both cognitive and social-emotional benefits from a diverse education.1 Benefits include increased academic achievement as well as an enhanced ability to solve problems.2 In integrated settings, children have opportunities to develop friendships across race and class lines. Authentic cross-class, cross-racial friendships can help diminish students’ prejudice and stereotypes overtime.3 Particularly given a renewed interest in, and incentives for, school integration at federal,4 state, and local levels, more districts are developing intentional policies to diversify their schools. A recent Century Foundation report found nearly 100 school districts and charter organizations are now intentional about socio-economic integration.5 At the federal level the Magnet Schools Assistance Program (MSAP), which is part of the Every Student Succeeds Act, now enables funds to be used “to establish, expand, or strengthen interdistrict and regional magnet programs.”6 1 Stuart Wells, A., Fox, L. and Cordova-Cobo, D. (2016) Racially diverse schools and classrooms can benefit all students. The Century Foundation. Retrieved at [https://tcf.org/assets/downloads/HowRaciallyDiverse_AmyStuartWells.pdf](https://tcf.org/assets/downloads/HowRaciallyDiverse_AmyStuartWells.pdf). 2 Siegel-Hawley, G. (2012) How non-minority students also benefit from racially diverse schools. National Coalition on School Diversity Research Brief. October 2012 . Brief 8 . Retrieved at [http://www.school-diversity.org/pdf/DiversityResearchBriefNo8.pdf](http://www.school-diversity.org/pdf/DiversityResearchBriefNo8.pdf). 3 Pettigrew, T. F. & Tropp, L. R. (2006) . A meta-analysis test of intergroup contact theory. Personality & Social Psychology, 90(1), 751-765. 4 For an overview of some of these changes, see [http://school-diversity.org/pdf/DiversityIssueBriefNo8.pdf](http://school-diversity.org/pdf/DiversityIssueBriefNo8.pdf). 5 Potter, H., Quick, K. & Davies, E. (2016) A new wave of school integration: Districts and charters pursuing socioeconomic diversity. The Century Foundation. February, 9, 2016 . Retrieved at [https://tcf.org/content/report/a-new-wave-of-school-integration/. Many of](https://tcf.org/content/report/a-new-wave-of-school-integration/. Many of) these districts were also pursuing racial integration as part of their plans. 6 See, e.g. [https://innovation.ed.gov/part-d-magnet-schools-assistance. The Notice of](https://innovation.ed.gov/part-d-magnet-schools-assistance. The Notice of) Funding for the 2017 Magnet Schools Assistance Program “encourage[s] applicants to propose a range of activities tha

FAQs

Why do integrated schools benefit children socially and academically?

Research shows children benefit both socially and academically when classmates have different backgrounds. Integrated settings can strengthen problem-solving abilities and support cross-race friendships that reduce prejudice and stereotypes over time.

What additional responsibility do district leaders have in interdistrict integration programs?

District leaders must ensure the social-emotional well-being of students attending schools outside their home communities. The brief stresses creating welcoming and inclusive learning environments.

What research-based best practices does the brief recommend for supporting students of color?

Key components include culturally competent educators, culturally responsive teaching methods and curriculum, and recruiting, retaining, and supporting teachers of color, alongside rigorous learning opportunities for all students.

Oct 15, 2026

Uploaded by Alex Sinclair