This is a recorded webinar that focuses on the interrelationships among race equity mindsets, social and emotional well-being, and outcomes for Black, Latinx and other students of color. Evidence is shared by the panel on why equity in schools is key to improving student outcomes and how educators can shift mindsets to support positive student social and emotional development.
Smith Arrillaga, E., Truong, G., Vasquez, H., Walrond, N., Wiener, R. 2020. Seizing the moment: Race equity mindsets, social and emotional well-being, and outcomes for students (webinar recording). WestEd. https://www.wested.org/resources/race-equity-mindsets-social-emotional-well-being-outcomes-students/
In this article, esteemed scholars in equitable education Anne Gregory and Edward Fergus collaborate to investigate why focus on social-emotional learning does not ensure equity in school discipline.
Gregory, Anne, and Fergus, Edward. 2017. “Social and Emotional Learning and Equity in School Discipline.” The Future of Children 27, no. 1: 117-136.
Guidance from the United States Department of Education Office of Civil Rights describes schools’ responsibilities under Section 504 to ensure nondiscrimination against students based on disability when imposing student discipline. Specifically, the guidance explains how compliance with Section 504’s requirement to provide a free appropriate public education (FAPE) to students with disabilities can assist schools in effectively supporting and responding to behavior that is based on a student’s disability and that could lead to student discipline. By using Section 504’s procedures to identify and meet the behavioral, social, emotional, and academic needs of students with disabilities as required for FAPE, schools can help prevent or reduce behaviors that might otherwise result in discipline. As the guidance explains, when schools do choose to administer discipline for students with disabilities, they must do so in a nondiscriminatory manner.
Office of Special Education Rehabilitative Services. 2022. Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973 https://www2.ed.gov/about/offices/list/ocr/docs/504-discipline-guidance.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term= (accessed September 16, 2022).
In this article, Dr. Bindreiff described the importance of balancing empathy for the challenges children with mental illness, income instability, and racism face with high expectations. The author argues that “warmth paired with high expectations requires we invest in becoming community builders, capable of seeing and developing what lies buried inside each student” and that warmth has a greater impact than competence on our assessment of others.
Bindreiff, D. 2022. Transformative Educators are Warm Demanders. Corwin Connect, https://corwin-connect.com/2022/11/transformative-educators-are-warm-demanders/ (accessed January 30, 2023).
