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African American Student Attendance and Engagement: Challenges and Solutions

This is the second in a four-part blog post series offering strategies for increasing educational equity by reducing chronic absence.
By Maria Casey and Helen Duffy, Attendance Works
Though our nation has made progress in increasing educational opportunities for African American students, educational inequities persist, and disparities in attendance, engagement, and learning are on the rise. These disparities continue despite the tremendous strengths and assets found in the cultures and traditions of African American communities. While they may appear daunting, the problems that African American students face in our schools are not intractable.

A Different Perspective and a Shift in the Narrative

In this blog, we provide examples of two schools that are debunking negative perceptions and stereotypes of African American students to demonstrate what is possible when schools provide quality educational opportunities.

Help Students Reach Their Full Potential

At West Seattle Elementary School in Seattle, WA, where two thirds of enrolled students are African American, school leaders and teachers lead with the assumption that the educator’s role is to help students realize their full potential. Before students enroll, Principal McCowan-Conyers meets with each new family and asks them to share their hopes and dreams for their children and communicates the high expectations she has for every student. She is intentional about hiring staff who reflect the school’s demographics and can understand the lived realities of families.^[1]

Many of the students are refugees from East African countries who have experienced trauma. McCowan-Conyers was the first principal in Seattle to replace a counseling position with a licensed social worker who provides families with connections to community partners and acts as a family advocate. Once a week, McCowan-Conyers meets with the school counselor, social worker, nurse, head teacher, and secretary to review data and identify students who might benefit from additional follow up support when needs arise. These individuals work in partnership with families to identify solutions to attendance barriers, such as a walking school bus for students to walk to school safely together, gas cards for families who need that support, and a principal-led school “state of the union” for families in which McCowan-Conyers invites their suggestions for things school administrators, educators, and staff can do better.

Key to success is offering challenging, engaging academic and enrichment programs. Through the STEAM program, students learn coding with the help of industry experts and can join extracurricular activities such as robotics, chess, and an adventure club. A partnership with the local YMCA offers students after-school programs and homework support. These activities open new learning experiences for students.

Work to address chronic absence still needs to be done at West Seattle Elementary, which had an overall chronic absence rate in 2022/23 of 41.2 percent, McCowan-Conyers says. However, the absenteeism rate for African American students was comparatively better, with 34.2 percent of African American students chronically absent.

Build Trusting Relationships Among Students and Between Adults and Students

Building trusting relationships among students and between adults and students is a central component of student success at O’Farrell Charter High School. Studies have found that when students have at least one relationship with a caring adult, students feel more motivated, have a greater sense of self-efficacy, and meet with greater academic success. One study of a City Year program that places teams of AmeriCorp members in under-resourced schools found improvements in student social–emotional skills and academic outcomes in those schools. The study found that increases in social-emotional skills contribute to improved attendance.

By partnering with community-based or national organizations such as City Year, schools can help students build adult–student relationships. Schools can also offer time during the school day for students and staff to build those relationships. In elementary schools, this might mean creating routines and rituals during morning meetings to check in with students and acknowledge students who are absent. In secondary school, it might mean incorporating a regular class period into the school day when students and adults can build trust and community.

One case study of a school in San Diego provides a promising example.^[2] In 2022/23, students at O’Farrell Charter High School in San Diego had an overall chronic absence rate of 9.6 percent, with 12 percent of African American students chronically absent, which is 3 times less than the state average. In this school, all incoming 9th grade students are assigned a home base teacher who stays with them throughout their 4 years of high school. Home base teachers meet with students every day for 25 minutes, engaging in activities designed to help them learn about each other, strengthen positive social–emotional skills, and build a sense of community.

Home base teachers are also responsible for building positive relationships with families. Building these relationships takes time, commitment, and persistence, particularly with those who have been historically underserved by schools. Home base teachers monitor grades and attendance and can intervene well before the end of a marking period. If students are sent out of another class for disciplinary reasons, the home base teacher works with the student and teacher to resolve the situation. Though these are not typical responsibilities of traditional high school teachers, seeing the impact of their efforts is convincing evidence for teachers who are reluctant to take on this role.

Take a Systems Approach

District offices have an important role to play in supporting schools to interrupt chronic absence, and it is essential that superintendents and school boards are aligned in their commitment to practices that support African American students and families. When district and school leaders are committed to examining data that reveal persistent failures to provide opportunities for African American students to flourish, those leaders must confront questions that may be uncomfortable. For example, Madera Unified School District in California’s Central Valley conducted a student survey that revealed differences in students’ experiences in school, with African American students consistently reporting a higher number of negative experiences than their peers. Student focus groups revealed a similar pattern. After confronting those patterns, district and school staff joined students and families to create a Student Champion workgroup. That workgroup developed a Student Bill of Rights, which was later approved by the school board.

The Student Bill of Rights spells out the kinds of experiences all students should have in district schools and mandates that anti-bias training be provided to every staff person in the district. Doing this work took courage and persistence. Although Madera’s chronic absence rate in 2022/23 was 27.3 percent, the Student Bill of Rights is a positive step toward mutual accountability that may help improve student attendance and engagement.

Focus on Positive Conditions for Learning

These stories demonstrate that when schools and districts intentionally focus on positive conditions for learning, African American students can flourish.
A four circle Venn diagram is used to show the four factors that create positive conditions for learning. Adult and student well-being and emotional competence; Academic challenge and engagement; belonging, connection, and support; and physical emotional health and safety. At the center, relationships are essential to positive conditions for learning.

It is also critical that school leaders address barriers to attendance and engage students and families as partners in shaping expectations for school experiences. This begins with building trusting relationships with students and families and eliciting from them what they need to engage and succeed in school. Examining data and having the courage to act when those data reveal inequities are important first steps in addressing challenges.

Implementing a Tiered System of Supports can help schools identify the right strategies. This begins with communicating the importance of regular attendance, offering a wide range of after-school activities, or providing all students with a “home base,” as O’Farrell Charter High School does.

It is also important to implement culturally appropriate universal Tier 1 supports, like offering warm and welcoming greetings when students enter school and displaying artifacts in hallways and classrooms that celebrate the diversity of ethnic and cultural groups in the school. When chronic absence rates are similar for all student groups, it is a sign that Tier 1 supports should be expanded or deepened. When chronic absence is high among African American students, it may indicate that those Tier 1 supports are not designed to meet their needs.

For students and families experiencing greater challenges, schools might implement Tier 2 strategies such as a walking school bus or gas cards. When Tiers 1 and 2 supports prove inadequate, schools may benefit from partnering with community-based organizations to provide additional support on a case-by-case basis.

Problems that seem intractable are problems we can solve. We must be intentional, courageous, and confident that our schools can serve and support our African American students in more ways that are holistic and responsive.

^[1] Blazar, D. (2024). Why Black teachers matter (EdWorkingPaper: 21-501). Annenberg Institute at Brown University. https://doi.org/10.26300/jym0-wz02

^[2] Johnson, J., Jr., Uline, C.L., & Munro, S. J., Jr. (2023). When Black students excel: How schools can engage and empower Black students. Routledge.

From Absences to Action: Strategies to Reduce Chronic Absence and Increase Educational Equity

This is the first in a four-part blog post series offering strategies for increasing educational equity by reducing chronic absence.
By Hedy N. Chang, Executive Director and Founder, Attendance Works
Addressing today’s unprecedented levels of chronic absence in schools across the country is essential for ensuring all students have an equal opportunity to learn and thrive.

Chronic absence is defined as missing 10 percent or more of school for any reason. Left unaddressed, chronic absence can result in students struggling to read by grade 3, low academic achievement in middle school, and not graduating from high school.

National data show that nearly 14.7 million students (29.7%) were chronically absent in the 2021–22 school year, with roughly 6.5 million more students missing 10 percent or more of school days, when compared with the school year before the pandemic. Although available state data from SY 2022–23 show that chronic absence is starting to decline from its pandemic-impacted peak, it remains at staggeringly high levels.

Who is affected by chronic absence?

Chronic absence now affects the educational experience of most students in the United States—regardless of their ethnicity. When absenteeism reaches significantly high levels in a school, the educational experience of all students, not just those frequently missing school, is also affected. The churn in the classroom and the school affects teachers’ abilities to teach and establish classroom norms and makes it more difficult for students to learn. Research shows that elevated levels of chronic absence decrease achievement for all students.

Before the pandemic, only a quarter (25%) of all enrolled students attended schools in which at least 20 percent of students were chronically absent. In SY 2021–22, two-thirds (66%) of enrolled students attended a school with such high chronic absence. In SY 2021–22, the largest number of chronically absent students were white (5.2 million), followed by Latino (5 million) and African American (2.9 million). National data shows that chronic absence is equally divided among male and female students. At the same time, much higher percentages of Native American, Hispanic, Pacific Islander, and Black students, as well as students with disabilities and English Learners, are chronically absent.

Table 1. Percentage of Population Who Are Chronically Absent

Note: https://weeac.wested.org/wp-content/uploads/2024/03/WEEAC-Blog-From-Absences-to-Action-Appendix-03.11.ADA_FINAL.pdf

According to a 2021 Report by Attendance Works and the Everyone Graduates Center, students from populations with historically less access to educational opportunity are also much more likely to be enrolled in schools with extreme levels (greater than 30%) of chronic absence. Among schools with 75% or more of their students receiving free or reduced-price lunch (FRPL), schools with extreme chronic absence levels nearly tripled, from 25 percent in SY 2017–18 to 69 percent in SY 2021–22. Among schools with 50 percent to 75 percent FRPL, it increased from 14 percent to 50 percent. (See Charts 1 and 2.) Similar patterns hold for schools serving 75 percent or more students of color.

Figure 1. School Chronic Absence Levels by Concentration of Poverty, SY 2021–22
Defined as percent of students eligible for free- or reduced-price meals*
A color coded bar chart shows school chronic absence levels by concentration of poverty for school year 2021-22. Concentration of poverty is defined as percent of students eligible for free- or reduced-price meals. The data in this chart is available in table form by following the hyperlink in note below.
Note: https://weeac.wested.org/wp-content/uploads/2024/03/WEEAC-Blog-From-Absences-to-Action-Appendix-03.11.ADA_FINAL.pdf#page=2

Figure 2. School Chronic Absence Levels by Concentration of Poverty, SY 2017–18
Defined as percent of students eligible for free- or reduced-price meals*
A color coded bar chart shows school chronic absence levels by concentration of poverty for school year 2017-18. Concentration of poverty is defined as percent of students eligible for free- or reduced-price meals. The data in this chart is available in table form by following the hyperlink in note below.
Note: https://weeac.wested.org/wp-content/uploads/2024/03/WEEAC-Blog-From-Absences-to-Action-Appendix-03.11.ADA_FINAL.pdf#page=4

In addition, the most economically challenged districts are much more likely to have multiple schools with extreme levels of chronic absence than more affluent districts. For more information, see All Hands on Deck.

How do we address these unprecedented levels of chronic absence?

Districts, schools, and community agencies can embed the following strategies in their existing initiatives and operations to increase student attendance and engagement.

Ensure actionable data. Because attendance data is collected daily, it is an invaluable tool for offering immediate and ongoing feedback. Chronic absence data, when disaggregated by grade, school, student group, and if possible, neighborhood, can be used to identify which students, student groups, and communities need more targeted resources and support and early intervention before situations are harder to resolve. But this can only occur when chronic absence data is accessible to the public, accurate, easy to understand, and timely.
Change the blame mindset. Too often when absences start to add up, the initial reaction is to blame the child or their family for not caring enough to make school a priority. But, as this report by AIR and Attendance Works discusses, absences are caused by systemic challenges in the community that are beyond a student’s or family’s control (e.g., lack of access to health care, unreliable transportation, unstable housing, lack of safe paths to school) as well as in school (e.g., an unwelcoming school climate, biased disciplinary or attendance practices, or lack of a meaningful and culturally relevant curriculum). A blaming response can worsen the situation by causing the student and family to feel alienated, distrustful, and angry. This is especially the case if a student and family have experienced trauma, which this 2017 study appearing Academic Pediatrics shows is highly correlated to chronic absence.
Attendance can be improved by changing how we communicate with families about unexcused absences. This 2019 paper, Using Behavioral Insights to Improve Truancy Notifications, conducted in California, found that truancy notifications were much more effective when the notices did not begin with the state-mandated legalistic language or did not threaten punitive action. The more effective letters listed the specific days a student missed, offered clear information about the potential consequences of chronic absence on learning, the important role parents play in getting their children to school, and encouragement and support for parents and guardians to help their children get to school.
An essential element of changing mindsets is ensuring schools, districts, and communities invest in a multi-tiered approach that emphasizes prevention and early intervention where referral to the court system is used as a last resort.
Invest in relationship building and positive conditions for learning. As this article published in 2023 by the National School Boards of Education discusses, high levels of chronic absence in a school or district are a red flag that the positive conditions that motivate showing up to school have been eroded. These positive conditions for learning include healthy and safe school environments, a sense of belonging, connection, and support; academic challenge and engagement; and adult and student well-being and emotional competence.

Positive Conditions for Learning Lead to Students Being Engaged and Attending Regularly© Attendance Works, attendanceworks.org
Relationship building is the most critical ingredient. An October 2023 analysis by Learning Heroes and TNTP found that schools with higher levels of family engagement had significantly lower increases in chronic absence during the pandemic. The positive impact of family engagement was greater for families with incomes below the poverty line. Attendance also reflects student connectedness. Students are connected to schools when they believe there is an adult at school who knows and cares about them, they have a supportive peer group, they engage at least some of the time in activities they find meaningful and that help others, and they feel seen and welcome in school. For example, having a teacher of the same racial background is associated with fewer unexcused absences. To be effective, engagement strategies must be culturally and linguistically appropriate for students and families. Attendance improves when districts ensure real-time communication in the family home language.
Partner with students and families to understand the challenges that cause absences and what helps them reengage and show up regularly. Improving student attendance requires understanding and addressing the root causes that lead to students’ missing school in the first place. Although some factors, such as school climate or attendance and discipline policies, are more within the locus of control of schools, others—for example, housing instability or community violence—are not easily addressed by school districts alone. When chronic absence affects larger numbers of students, it indicates challenges that require more systemic and programmatic solutions and the support of community partners.
Putting in place meaningful solutions requires deepening our understanding of what affects attendance for the student groups who make up the largest numbers of chronically absent students as well as those groups who are disproportionately affected by chronic absence. A variety of qualitative data collection methods (empathy interviews, surveys, focus groups) should be employed to gather insights directly from students and families. Tapping into student and family voices helps ensure that the engagement strategies are inclusive of students’ and families’ cultural norms.
Collaborate with community organizations and tribal governments. Helping students and families overcome attendance barriers requires strong and strategic collaboration with the agencies and organizations in your community who already know the languages and cultures of students and families. Such organizations might be able to offer resources (health care, mental health supports, housing, food, transportation, etc.) that can help families overcome obstacles that prevent their children from getting to school. For American Indian and Alaska Native students, reaching out to tribal governments is especially essential. Once you’ve identified the organizations, learn about each other and identify areas of common interest. Share data, as appropriate, on which students are chronically absent so that you can coordinate the needed outreach.
Utilize teams at the district and school levels. Tackling chronic absence, especially when it affects significant numbers of students, is not a solo endeavor. It requires the support of district and school teams who have the insights, resources, and data needed to design, implement, and assess the effectiveness of activities and interventions. Such teams should not only focus on the case management of particular students but establish a strategic and systemic approach to improving attendance. Effective teams include members who reflect the demographics of the students and families served.

The continued high levels of chronic absence in schools across the country are an urgent call to action for all of us to work together to reengage our students and families and address the root causes of educational inequity occurring inside and outside of schools.

This product is prepared for the Western Educational Equity Assistance Center (WEEAC) at WestEd, which is authorized under Title IV of the Civil Rights Act of 1964 and funded by the U.S. Department of Education. Equity Assistance Centers provide technical assistance and training to school districts and tribal and state education agencies to promote equitable education resources and opportunities regardless of race, sex, national origin, or religion. The WEEAC at WestEd partners with Pacific Resources for Education and Learning and Attendance Works to assist Alaska, American Samoa, Arizona, California, Colorado, the Commonwealth of the Northern Mariana Islands, Guam, Hawaiʻi, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming.

The contents of this product were developed under a grant from the Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.

Why Engaging Students in the IEP Process Matters and Ways to Engage Students with Disabilities

By Jennifer Wolfsheimer, JD

All educators and school building administrators are responsible for implementing the Individuals with Disabilities Education Act (IDEA) and ensuring students with disabilities receive the services and supports they are entitled to. While the IDEA entitles students with disabilities to rights such as a free appropriate public education in the least restrictive environment, implementation of a student’s individualized education program (IEP) may result in many students with disabilities receiving an inadequate education. Both general and special educators, and school building administrators have a direct impact on setting high expectations for students with disabilities and play a vital role in ensuring that the individualized needs of each student with a disability are consistent with their IEP.

Specifically, educators and school building administrators can demonstrate high expectations by believing in students, helping them reach their goals, raising their confidence, and listening to students. Having high expectations for students with disabilities starts with addressing our own misperceptions that students with disabilities are not as capable as their nondisabled peers and addressing systemic inequities or ableism. Ableism refers to discrimination and social prejudice against people with disabilities. Thomas Hehir, former director of the U.S. Department of Education’s Office of Special Education Programs, defines the manifestation of ableism in education as “the devaluation of disability” that “results in societal attitudes that uncritically assert that it is better for a child to walk than roll, speak than sign, read print than read Braille, spell independently than use a spell-check, and hang out with nondisabled kids as opposed to other disabled kids” (Hehir, 2005, p. 15). When we discuss ableism, it is critical that we do so through an intersectional lens that accounts for the ways in which marginalized students (e.g., Black male students with disabilities or second language learners with disabilities) may experience compounded inequities (ableism, racism, sexism, classism).

When educators confront ableism in schools, their actions also align to the legal requirements of IDEA. For instance, the IDEA requirement that the IEP team includes the child with a disability, “whenever appropriate” (34 C.F.R. § 300.321(a)(7)) is a prime example of how legal compliance is not enough to confront ableism and raise expectations for students with disabilities. The IEP team must invite students with disabilities to their IEP meeting if “a purpose of the meeting will be the consideration of the postsecondary goals…and the transition services needed to assist the child in reaching those goals” (34 C.F.R. § 300.321(b)(1)). If the child does not attend transition-related IEP meetings, the school is required to “take other steps to ensure that the child’s preferences and interests are considered” (34 C.F.R. § 300.321(b)(2)).

The U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSEP) has issued guidance stating that inviting students to IEP meetings is only a requirement “in the case of postsecondary goals and transition services and is not mandatory with respect to the child’s other IEP goals and special education and related services” (U.S. Dept. of Educ., 2017, p. 2). Therefore, when IEP meetings do not relate to transition, schools are not required to invite students with disabilities to IEP meetings, but schools may invite them. The IDEA emphasizes that it is critical for students with disabilities to be involved in determining their transition goals, as well as the services that will be used to reach those goals.

Inviting the student to their IEP meeting, when appropriate, is a relatively easy box to check. However, valuing students with disabilities as members of their IEP team’s decision-making process takes proactive, authentic engagement. Structuring the IEP team meeting so that the student’s voice is elevated and respected takes effort, but it also empowers the student to take ownership over their goals. To achieve this, students should be welcomed into a supportive environment where they feel comfortable sharing their unique strengths, identities, interests, and aspirations. Educators and administrators’ commitment to including students with disabilities in their IEP team meetings help to ensure it is a supportive and positive experience.

Typically, students with disabilities need explicit instruction to learn how to discuss the nature and impact of their disability, their strengths, challenges, and goals. They also need practice to understand the IEP process and learn about their rights. Special education teachers can use time with their students to work on these critical self-determination skills and prepare students to take an active role in their educational planning.

The following are additional concrete actions that IEP teams can take to meaningfully engage students in the IEP process:

Encourage meaningful engagement. At the IEP meeting, invite students with disabilities to share their ideas and truly listen to them. Questions to consider include:
1. Do you need to add more time to the IEP meeting to ensure that all aspects are thoroughly discussed?
2. Do you want to send questions home with the student before the meeting, so they have time to reflect, too?
Engage in equitable partnerships with families of students with disabilities in ways that value their contributions, knowledge, and experiences. For ideas on how to do this, read Meeting Families Where They Are: Building Equity Through Advocacy with Diverse Schools and Communities (Harry & Ocasio-Stoutenburg, 2020).
Consider utilizing student-led IEP strategies to ensure students with disabilities have a leadership role in their IEP meetings. You can learn more about these strategies on the “I’m Determined” website.

Students with disabilities face ableism and discrimination in most spaces they enter, including the school setting. From being subjected to exclusionary disciplinary practices at disproportionate rates, being placed in segregated settings, and fighting against low expectations, the journey to true inclusion is challenging. When students are included in their IEP process, they can influence the decisions made and combat the exclusionary practices that limit their educational opportunities. It is up to school administrators and educators to prioritize student voices in their decision-making and advocate for students’ participation in their IEPs. Doing so will live up to the spirit of the IDEA and lead to more inclusive and just educational experiences.

References

Harry, B., & Ocasio-Stoutenburg, L. (2020). Meeting families where they are: Building equity through advocacy with diverse schools and communities. Teachers College Press.

U.S. Department of Education, (2017, February 27) Letter to anonymous. Office of Special Education and Rehabilitative Services. sites.ed.gov/idea/files/idea/policy/speced/guid/idea/memosdcltrs/osep-letter-to-anonymous-2-27-17.pdf

Virginia Department of Education, (2021). I’m Determined. https://www.imdetermined.org/

This product is prepared for the Western Educational Equity Assistance Center (WEEAC) at WestEd, which is authorized under Title IV of the Civil Rights Act of 1964 and funded by the U.S. Department of Education. Equity Assistance Centers provide technical assistance and training to school districts, tribal, and state education agencies to promote equitable education resources and opportunities regardless of race, sex, national origin, or religion. The WEEAC at WestEd partners with Pacific Resources for Education and Learning and Attendance Works to assist Alaska, American Samoa, Arizona, California, Colorado, the Commonwealth of the Northern Mariana Islands, Guam, Hawaiʻi, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming.

Transformative Social-Emotional Learning in Action: An Approach for Creating a More Equitable Learning Environment

Imagine a community where young people are flourishing academically and socially, where students feel a strong sense of belonging because their unique qualities, perspectives, and identities are valued and respected. Here, students are not only equipped with the necessary academic skills but also possess the emotional tools to navigate the complexities of life.

Within this idyllic school community, engagement is at an all-time high. Students are actively involved in their learning, eagerly participating in classroom discussions, collaborating with peers, and taking ownership of their educational journey. They are not limited by societal expectations or stereotypes; rather, they are encouraged to become agents of change within the school and broader society.

This vision is worth striving for, and Transformative Social-Emotional Learning (tSEL) provides a framework that brings us one step closer to this imagined ideal.

Why do today’s students need SEL?

As the global pandemic recedes, education leaders, classroom teachers, and parents have been left to grapple with the numerous academic and social-emotional challenges facing young people and their wellbeing today. Isolation from peers, overwhelming uncertainty, and deepening societal rifts and inequities impacted students’ educational journeys. Many students have grappled with academic setbacks while simultaneously confronting significant social-emotional hurdles, such as heightened anxiety, loneliness, and a weakened sense of belonging. As education leaders, teachers, and parents strive to address these challenges, SEL can help to build resilience, cultivate empathy, and empower students to navigate the post-pandemic world with confidence and compassion.

Social-emotional learning has emerged as a crucial aspect of a whole-child approach to education that extends beyond traditional academic instruction to recognize the importance of relationships and emotional well-being in a student’s development.^[1] Research demonstrates that SEL is not only essential for fostering educational equity and excellence but also for accelerating learning.^[2] Moreover, SEL plays a vital role in addressing chronic absenteeism by helping to create a supportive and inclusive school environment that encourages students to attend school and participate actively in their learning.^[3] In the context of pandemic-related challenges, the work of experts like Robert J. Jagers and Deborah Rivas-Drake further emphasizes the significance of SEL in supporting students’ mental health by equipping them with social-emotional skills that promote resilience and foster a sense of well-being^[4].

What is Transformative SEL, and how does it differ from other approaches?

Transformative SEL (tSEL^[5]) is an equity-centered approach that extends beyond traditional SEL approaches, such as personally responsible and participatory SEL. While personally responsible SEL focuses on risk prevention through improving student behaviors often framed as deficient, and participatory SEL emphasizes individual skills necessary for student success within school, tSEL is a more comprehensive approach that seeks to deepen partnerships between families, schools, and communities to address structural barriers and promote collective well-being.

Specifically, tSEL addresses long-standing gaps in educational opportunities and outcomes by encouraging a thoughtful exploration of individual and environmental factors that contribute to inequities. Through collaborative solutions, tSEL strives to enhance personal, community, and societal well-being and works to mitigate disparities influenced by socioeconomic status, race, home language, disability status, or other social identities.

What does Transformative SEL look like in schools?

The Collaborative for Academic, Social, and Emotional Learning (CASEL) outlines five core competencies of SEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Transformative SEL extends the CASEL competencies into synergistic expressions of identity, agency, belonging, and engagement.^[6] Here is what each of those look like in schools.

Identity as a focus in transformative tSEL, incorporates students’ lived experiences into instruction to ensure students’ social identities, communities, values, and concerns are represented and that students are able to learn from, about, and with others who may not share their backgrounds.

Middle school teachers working with predominantly Latinx youth in a large urban district integrated their students’ lived experiences into their instruction by supplementing the English Language Arts (ELA) curriculum with a collection of short stories about the lives of Latinx youth growing up in the U.S. Infusing discussions on identity, which falls under the umbrella of CASEL’s self-awareness competency, into academic subjects, helped students not only deepen their connection with the curriculum but actively fostered their self-awareness throughout the learning process.^[7]

Agency, within the context of tSEL, refers to the empowerment and capacity of students to exercise control and influence over their lives. This encompasses self-regulation, self-efficacy, and collective efficacy (the shared belief in a group’s ability to achieve common goals).

In practice, educators can embed agency by validating student experiences of oppression, creating an environment where students can openly acknowledge social injustice, and helping students develop the skills and knowledge to address these injustices. Additionally, recognizing youth as emerging social change agents fosters their collective efficacy, enabling them to see themselves as capable of making a positive impact on their communities and society as a whole.

Belonging is the multifaceted experience of feeling accepted, respected, and fully included within a particular group or community. Research underscores that a sense of belonging is a fundamental factor in shaping students’ school engagement. When students feel valued, respected, and included within their educational community, they are more likely to be motivated and actively involved in their learning journey.^[8]

Operationalizing belonging in school settings requires educators to focus on more than just statistical measures. District leaders in Manatee County in Florida found that students prioritized their nonacademic experiences related to belonging as drivers of their overall engagement.^[9] Cultivating belonging in schools can be achieved first by actively listening to young people to understand their school experiences.

Engagement, closely related to students’ sense of belonging and fundamental to their ability to participate in collaborative problem-solving and responsible decision-making, is yet another component of tSEL.

When students are heard, they develop confidence in their expertise and strengthen their sense of agency, making them more invested learners. In a partnership with WestEd, Washoe County School District (WCSD) in Nevada aimed to decrease dropout rates by engaging meaningfully with students at risk of dropping out. Upon doing so, they discovered that when students were provided with a platform to express themselves, not only did they contribute to finding solutions, but they experienced a shift in mindset that resulted in their being more engaged in school.^[10]

How can we build parental and community support for Transformative SEL?

As educators increasingly support SEL as a vital component of a whole-child approach to education, SEL terminology can sometimes be perplexing and cause skepticism among parents who desire more emphasis on core academics and those who harbor concerns about potential ideological influences. To gain deeper insight into parental perspectives on SEL and to identify potential challenges in effectively communicating its role within education, the Fordham Institute initiated a nationwide survey of 2,000 parents with children in grades K–12.^[11] Based on the findings, here are suggestions for educators and policymakers for adopting tSEL in partnership with communities.

Engage families and the community to promote collective well-being. A cornerstone of tSEL is relational trust between and among students, educators, parents, and community members. In this vein, it’s crucial to remember that schools aren’t the sole, and often not even the primary, arena for nurturing SEL-related skills. Regardless of political leanings, racial backgrounds, socioeconomic status, or other demographic factors, parents consistently emphasize that families play a critical role in fostering young people’s SEL.
Emphasize actual skills and competencies over abstract ideas or jargon. When we delve into the particulars and the real-world applications of SEL, parents readily understand and support it. However, when the discussion becomes abstract and lacks concrete examples, many parents find it less engaging and relatable. It’s essential to ground SEL concepts in practical contexts to convey their significance effectively.
Incorporate SEL skills into core academic subjects. Parents expressed a preference for traditional academic subjects, with disciplines such as math, English/reading, science, computer science, and history, along with career and technical education (CTE), ranking among their top priorities. Additionally, four SEL-related skills also hold high value for parents: taking responsibility for one’s actions, communication/interpersonal skills, self-confidence, and self-motivation. Therefore, a balanced approach that integrates SEL into academic content is encouraged.

In order to effectively adopt Transformative SEL (tSEL) in collaboration with communities, educators and policymakers can focus on building trust among students, parents, educators, and community members, emphasize practical applications of SEL, and integrate SEL into core academic subjects. Below are resources for practitioners to take SEL from theory to practice.

Resources for Practitioners

Connecting Theory to SEL Practice: Five Key Insights from Innovative, Community-Driven SEL Initiatives and Programs
https://oese.ed.gov/files/2023/02/EIR_Connecting-Theory-to-SEL-Practice.pdf

Fundamentals of SEL: What does the research say?
https://casel.org/fundamentals-of-sel/what-does-the-research-say/

Integrating Social and Emotional Learning Throughout the School System: A Compendium of Resources for District Leaders
https://selcenter.wested.org/resources/

Measures of SEL and School Climate in California
https://nasbe.nyc3.digitaloceanspaces.com/2020/05/Allbright-Hough_May-2020-Standard.pdf

Speak Out, Listen Up! Tools for Bringing Student Ideas into School Change
https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/647/Comprehensive%20Toolkit.pdf

Transformative SEL
https://casel.org/fundamentals-of-sel/how-does-sel-support-educational-equity-and-excellence/transformative-sel/#what-is-tsel

Citations

^[1] Pittman, K. (2017, July 24). SEL, whole child education and student readiness: How do they connect? HuffPost. https://www.huffpost.com/entry/sel-whole-child-education-and-student-readiness-how_b_59761518e4b0545a5c3101ef

^[2] Collaborative for Academic, Social, and Emotional Learning (n.d.). What Does the Research Say? CASEL.org. Retrieved August 10, 2023, from https://casel.org/fundamentals-of-sel/what-does-the-research-say/

^[3] Schanzenbach, D. W., Bauer, L., & Mumford, M. (2016). Lessons for broadening school accountability under the Every Student Succeeds Act. The Hamilton Project: the Brookings Institute, 1-27. https://www.hamiltonproject.org/publication/policy-proposal/lessons-for-broadening-school-accountability-under-the-every-student-succeeds-act/

^[4] Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184. https://eric.ed.gov/?id=EJ1224571

^[5] Collaborative for Academic, Social, and Emotional Learning (n.d.). Transformative SEL. CASEL.org. Retrieved July 15, 2023, from https://casel.org/fundamentals-of-sel/how-does-sel-support-educational-equity-and-excellence/transformative-sel/

^[6] Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184. https://eric.ed.gov/?id=EJ1224571

^[7] Rivas-Drake, D., Rosario-Ramos, E., McGovern, G., & Jagers, R. J. (2021). Rising Up Together. https://casel.org/sel-rising-up-together/

^[8] Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009). Engagement and disaffection as organizational constructs in the dynamics of motivational development. Handbook of motivation at school, 223, 245.

^[9] Collaborative for Academic, Social, and Emotional Learning (n.d.). Districts in action: reflect on data for continuous improvement: Fellows Spotlight. CASEL.org. https://casel.org/sel-fellows-continuousimprovement-4/?view=true

^[10] Collaborative for Academic, Social, and Emotional Learning (n.d.). The key to making improvements: Ask the students. CASEL.org. https://casel.org/practice-of-promise-youth-voice-washoe/?view=true

^[11] Adam Tyner. How to Sell SEL: Parents and the Politics of Social-Emotional Learning. Washington D.C.: Thomas B. Fordham Institute (August 2021). fordhaminstitute.org/how-to-sell-sel.

This blog is prepared for the Western Educational Equity Assistance Center (WEEAC) at WestEd, which is authorized under Title IV of the Civil Rights Act of 1964 and funded by the U.S. Department of Education. Equity Assistance Centers provide technical assistance and training to school districts, tribal, and state education agencies to promote equitable education resources and opportunities regardless of race, sex, national origin, or religion. The WEEAC at WestEd partners with Pacific Resources for Education and Learning and Attendance Works to assist Alaska, American Samoa, Arizona, California, Colorado, the Commonwealth of the Northern Mariana Islands, Guam, Hawaiʻi, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming.

The contents of this product are developed under a grant from the Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal government.

Supporting Native American Students Through Culturally Relevant Education

Research shows Native American students benefit from culturally relevant education. This REL West blog post shares findings about culturally relevant education in three categories: knowledge of culture and community, ways of learning, and academic content.

Cross-State Community of Practice Aims to  Advance Education for Native Students 

Each month, state-level American Indian education leaders gather in a virtual, cross-state community of practice to share insights about what’s working to support Native students. This learning network serves as a valuable connection to peers.

Five Promising Practices for Enabling Change
Sandoval identifies five community constructs as key to enabling change:

– Focus on priority issues articulated by Native Nations. Content is centered on what participants identify as a need or something they want to learn. “We strive to listen deeply and respond accordingly,” she reports.
– Organize as a freethinking learning opportunity. “We are not giving our colleagues another job to do. We are here to support them.”
– Balance learning opportunities with time for peers to connect. Evidence-based content is presented each month by scholars, researchers, practitioners, or participants themselves, followed by time for members to circle up and have frank conversations about approaches that can transform outcomes for students.
– Invite participants to share what is working well. Members share opportunities such as implementation highlights and successes of design in large groups or small groups or via pair-share discussions.
– Consistently convene. The community comes together on the last Wednesday of every month, and participants receive the schedule of topics in advance so that they can plan.

Monitoring Attendance During the First Weeks of School: An Essential Tool for Reducing Educational Inequity

Monitoring chronic absence allows schools and community partners to engage in prevention and early intervention before problems are more expensive to resolve. Examining attendance patterns offers valuable, real-time feedback about what is and isn’t working well so districts and schools can determine what practices they should expand or drop. And if high levels of absenteeism affect large groups of students, it suggests that systemic solutions should be put in place to address educational inequities.

Chronic Absence: Busting Myths and Helping Educators Develop More Effective Responses

Standing in the way of truly addressing chronic absence are three harmful myths. These myths can be counteracted by using evidence-based approaches grounded in the seminal body of knowledge known as the conditions for learning. A safe, supportive and engaging environment for learning buffers against widespread chronic absence, and educators must examine these conditions to appropriately address this issue.

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