How We Show Up Matters: Transformative Adult Social Emotional Learning to Build Equity-Centered Schools
type: CreativeWork
description: Transformative Social Emotional Learning (tSEL) expands traditional SEL by integrating equity and social justice to cultivate student development and as a framework for educator growth and systemic change in education (Jagers et al., 2019). Unlike traditional SEL, which primarily targets students, tSEL emphasizes educators’ role in disrupting inequitable practices, making it a powerful tool for reimagining schools as justice-oriented spaces. This qualitative case study explores how tSEL professional development influences educators’ sense of identity, agency, and belonging, along with their reflections on systemic inequities and application of Critical Pedagogy (Freire, 1970) in personal and professional contexts. Data collection included semi-structured interviews, reflective journals, and professional development observations with seven middle school educators. Thematic analysis revealed engaging in tSEL led to greater critical self-awareness, shifts in pedagogical practices, and increased advocacy for equity. Findings highlight the need for equity-driven professional development that empowers educators as change agents in systemic change.
abstract: Transformative Social Emotional Learning (tSEL) expands traditional SEL by integrating equity and social justice to cultivate student development and as a framework for educator growth and systemic change in education (Jagers et al., 2019). Unlike traditional SEL, which primarily targets students, tSEL emphasizes educators’ role in disrupting inequitable practices, making it a powerful tool for reimagining schools as justice-oriented spaces. This qualitative case study explores how tSEL professional development influences educators’ sense of identity, agency, and belonging, along with their reflections on systemic inequities and application of Critical Pedagogy (Freire, 1970) in personal and professional contexts. Data collection included semi-structured interviews, reflective journals, and professional development observations with seven middle school educators. Thematic analysis revealed engaging in tSEL led to greater critical self-awareness, shifts in pedagogical practices, and increased advocacy for equity. Findings highlight the need for equity-driven professional development that empowers educators as change agents in systemic change.
author: Rummage-Massey, Samantha L
keywords: tSEL, Critical Pedagogy, SEL, Social Emotional Learning, Transformative Social Emotional Learning, Adult Education, Professional Development, Education, Critical Self Awareness, Social Awareness, Empathy, Justice, Equity, Inclusion, Justice Oriented Education, Professional Learning, Adult and Continuing Education, Adult and Continuing Education and Teaching, Cognitive Science, Curriculum and Instruction, Curriculum and Social Inquiry, Educational Leadership, Junior High, Intermediate, Middle School Education and Teaching, Other Teacher Education and Professional Development, Secondary Education, Secondary Education and Teaching, Social and Behavioral Sciences, Social Justice, Teacher Education and Professional Development
date published: 2025-05-18T07:00:00Z
date modified: 2026-07-24T05:41:20Z
provider: University of San Diego
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of San Diego