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It centers social and emotional learning (SEL) as essential to education and human development, shaping identities, managing emotions, building empathy, and enabling responsible decisions. The work connects equity and excellence to culturally responsive learning environments, authentic school-family-community partnerships, and ongoing evaluation. 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It also includes empathy, supportive relationships, and responsible, caring decisions.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does transformative SEL differ from other SEL approaches?",{"text":116,"@type":112},"Transformative SEL focuses on transforming inequitable settings and systems while promoting justice-oriented civic engagement. It is aimed at redistributing resources and addressing systemic barriers through SEL practice.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the document connect SEL to educational equity and excellence?",{"text":120,"@type":112},"SEL advances equity and excellence through authentic school-family-community partnerships that build trusting, collaborative relationships. It supports rigorous and meaningful curriculum and instruction, with ongoing evaluation to help co-create thriving schools and just communities.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},591031,1792079812,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Transformative Social and Emotional Learning  \nIn Pursuit of Educational Equity and Excellence  \nBy Robert J. Jagers, Alexandra Skoog-Hoffman, Bloodine Barthelus, and Justina Schlund  \nILLUSTRAT IONS BY GABY D’ALESSANDRO  \nmagine a school community in which: All children and youth have equal opportunities to thrive. Social and cultural markers no longer negatively predict young people’s academic, social, and emotional outcomes or their life chances. Adults honor and elevate a broad range of perspectives and experiences by engaging young people as leaders, problem solvers, and decision makers. Youth and adults engage in an ongoing process of cultivating, practicing, and reflecting on their social and emotional competencies. Learning environments are supportive, culturally responsive, and focused on building relationships and community. And families, school staff, and out-of-school-time staff have regular, meaningful opportunities to build authentic partnershipsand collaboratively support young people’s social, emotional, and  \nRobert J. Jagers is the vice president of research with the Collaborative for Academic, Social, and Emotional Learning (CASEL). Previously, he was a faculty member in the Combined Program in Education and Psychology atthe University of Michigan and the founding director of a universitysponsored diversity pipeline program for qualified secondary school students. Alexandra Skoog-Hoffman is CASEL’s director of research-practice partnerships. Bloodine Barthelus is CASEL’s director of practice innovations. Justina Schlund is CASEL’s senior director of content and field learning.  \nacademic development, while continuing to deepen their own social and emotional competencies.  \nThis is the community we aspire to build—and we ask you to join us on this journey. In 2019, the Collaborative for Academic, Social, and Emotional Learning (CASEL), long known to many educators as a leading research center and advocate for social and emotional learning (SEL), adopted an ambitious three-year strategic plan that prioritized advancing SELin service of equity and excellence, elevating the criticality of SEL for adults, and ensuring integration of SEL throughout the instructional process. The pandemic brought our society’s systemic racism and economic inequity into sharper relief and further energized our work. As some return to a “normal”that we find unacceptable, we remain committed to this journey.  \nWe are striving to identify and contribute to the types of educational experiences that foster personal and collective growth and well-being for young people, especially those our society has long underserved. These are typically, but not only, Black, brown, and Indigenous youth and those from under-resourced communities. It is increasingly evident that addressing these inequities and related challenges also necessitates attending to the social and emotional learning of young people and adults who are white and/or reside in better-resourced communities as well. Many of us in the field understand that we are at an inflection point. We have an opportunity to invest in viable strategies to reimagine the purpose of education and to more fully appreciate the nature  \n12 AMERICAN EDUCATOR | SUMMER 2021  \nof learning, where and how it occurs, and its relevance to a more equitable and vibrant civil society.1  \nOur commitment and contribution to supporting meaningful, sustained change in the US education system is rooted in recent revisions to our definition of SEL, as well as to our tools and resources.* We have also launched a research-practice partnership strategy allowing our teams to work more systematically and collaboratively with a subset of our district and school partners. Our work necessarily focuses on both youth and adult SEL in school and community contexts, and on how to fully integrate academic, social, and emotional instruction.  \nIn this article, we first share our revised definition ofSEL and our focus on identity, age","cbCainCujaOtXUI8","https://ap.wps.com/l/cbCainCujaOtXUI8","pdf",669315,"English","# Transformative Social and Emotional Learning\n## In Pursuit of Educational Equity and Excellence\n## The Evolving Definition Supports Transformative SEL","[{\"question\":\"What is SEL, according to the revised definition in the text?\",\"answer\":\"SEL is the process through which young people and adults acquire and apply knowledge, skills, and attitudes to develop healthy identities, manage emotions, and achieve personal and collective goals. It also includes empathy, supportive relationships, and responsible, caring decisions.\"},{\"question\":\"How does transformative SEL differ from other SEL approaches?\",\"answer\":\"Transformative SEL focuses on transforming inequitable settings and systems while promoting justice-oriented civic engagement. It is aimed at redistributing resources and addressing systemic barriers through SEL practice.\"},{\"question\":\"How does the document connect SEL to educational equity and excellence?\",\"answer\":\"SEL advances equity and excellence through authentic school-family-community partnerships that build trusting, collaborative relationships. It supports rigorous and meaningful curriculum and instruction, with ongoing evaluation to help co-create thriving schools and just communities.\"}]","Transformative Social and Emotional Learning - In Pursuit of Educational Equity and Excellence | PDF",1792070971,18]