Promoting equity through teacher practices: A scoping review on transformative social-emotional learning

• Published in: Issues in educational research Vol. 35; no. 1; p. 422
• Main Authors: Yadati, Nymisha, Thomas, Benny, Rajan, Santhosh Kareepadath
• Format: Journal Article
• Language: English
• Published: Perth 01.01.2025
• Subjects: Classroom Environment; Classrooms; Competence; Database Management Systems; Educational Research; Educational Strategies; Emotional Intelligence; Equity; Guidelines; Information Seeking; Interpersonal Competence; Learner Engagement; Learning Objectives; Minority Group Teachers; Outcomes of Education; Search Strategies; Social & emotional learning; Social justice; Social Problems; Social Responsibility; Stakeholders; Students; Systematic review; Teacher Characteristics; Teacher Competencies; Teacher Educators; Teacher Promotion; Teachers; Teaching; Teaching Methods; Well being
• ISSN: 0313-7155; 1837-6290

Literature on teachers' transformative social-emotional learning (TSEL) is emerging and focuses on improving teachers' competency in delivering and implementing equity-focused SEL among students. Our study is a scoping review aiming to understand the characteristics of existing literature regarding teachers' TSEL, identify gaps, and discuss future research directions. It follows JBI guidelines for a scoping review and the PRISMA-ScR method for screening the literature. A systematic search was conducted in eight databases, and eleven studies were identified. Our findings report the characteristics of the studies and explain related concepts. We found that teachers need to be engaged in transformative SEL education to implement TSEL among students and build healthy teacher-student bonds. Teachers need to incorporate culturally relevant pedagogies in SEL to cater for the needs of students from diverse communities. Stretching was identified as a strategy to integrate social justice issues into traditional SEL practices to make social-emotional learning transformative.