Socially, Emotionally, and Equitably? A Review of Social-Emotional Learning Interventions for Minorities in School Discipline

Abstract

Efforts to disrupt the school-to-prison pipeline have increasingly emphasized culturally responsive social-emotional learning (SEL) interventions for students of color and other underserved groups. Yet little is known about how existing SEL research addresses ethnoracial diversity in relation to challenging behaviors, and SEL interventions for LGBTQIA+ students remain notably understudied despite their disproportionate representation in school discipline. This study synthesizes research on SEL access and outcomes related to disciplinary practices, with particular attention to ethnoracial and gender equity. Reviewing studies published between 2001 and 2023, the analysis found that participation in selected SEL interventions was generally associated with positive behavioral change and improved reciprocal understanding. At the same time, the review identified major gaps in the evidence base. Most studies did not examine nuanced differences in SEL outcomes by race, ethnicity, gender, or sexual identity, and few analyzed changes in discipline disparities across groups. Demographic categories often relied on conventional frameworks that did not reflect changing student populations, and minority students were frequently treated either as a subgroup for intervention or as part of a broader sample without focused analysis. Teachers’ roles and perspectives were also underrepresented in the literature. Overall, the findings suggest that SEL has promise for reducing student misbehavior and supporting more equitable disciplinary practices, but current research remains limited in its attention to the lived experiences of ethnoracial and sexual minority students. The review underscores the need for culturally sustaining SEL approaches grounded in the perspectives of school leaders and diverse communities.