A 2021 research brief (PDF) issued by CASEL and the University of Michigan, states:
Transformative SEL was introduced as a way to integrate an explicit equity and social justice lens into the conceptualization and implementation of social and emotional learning (SEL). As Jagers, Rivas-Drake, and Williams (2019) (PDF) explain, it is a form of SEL aimed at interrupting the reproduction of inequitable educational environments by attending to issues of identity, agency, belonging, and related issues such as power, privilege, prejudice, discrimination, social justice, empowerment, and self-determination.
The California Department of Education (CDE) aims to support and advance the efforts of educators across California who are working to fully integrate systemic SEL and equity by building on the promise of T-SEL as a concept. During the summer of 2021 the California Department of Education staff had the opportunity to present the new tools to support Transformative Social and Emotional Learning (SEL) in California
At these presentations, staff posed the question to the audience, “What are the most pressing social and emotional needs that your students will bring back to school with them this fall?” There was a consensus from the audiences that students need to feel safe and a sense of belonging as they return to school this year, more than ever. There is no doubt as to the need to address students’ social and emotional wellbeing first and foremost as students return to school.
See the presentation video and hear about the SEL Resources in the webinar (video).
Visit the California Department of Education Social and Emotional Learning (CDE SEL) website and gain access to the resources.