Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review

Abstract The authors conducted a systematic 10-year review of the international use of social-emotional learning (SEL) interventions in urban schools that summarizes and examines the interventions used, the use of culturally responsive practices in each intervention, and student outcomes across 51 studies. Of these studies, five indicated the use of culturally responsive practices while none of the studies addressed the effects of discrimination on socio-emotional development. The authors discuss implications of these findings and make recommendations for future research on culturally responsive SEL interventions in urban schools internationally.