Utilizing Social Emotional Learning with and for Newcomers

Abstract

Maple Walnut School District (MWSD) is a public school district in Maple, CA, consisting of nine elementary and two middle schools, serving approximately 4,600 students. Newcomer students, defined as those who have lived in the United States for less than six months or who had no formal schooling in their home country, can face a range of academic, behavioral, social-emotional, and cultural challenges. The MWSD leadership requested qualitative and quantitative analyses to help them understand and provide the resources and support Newcomers need to succeed socially and academically.

My analyses led to several key findings. These include: 1) Educators recognize the diversity within the Newcomer population and that this diversity makes it challenging to provide support; 2) Newcomers face challenges in connecting with peers and teachers; 3) Newcomer English language and communication needs are, at best, partially met, and 4) Mental Health and Trauma have been one key family engagement and family community partnerships utilized by MWSD.

I make several recommendations based on my findings. A few of these are: 1) Implement transformative SEL without using affinity spaces in weekly or bi-weekly advisory that alternates the period being replaced, 2) I recommend MWSD create and sustain collaborative, community of practice Professional Development opportunities by partnering with outside experts and ensuring teachers and staff have meaningful opportunities to use, practice, and apply what they have learned, and 3) I further recommend MWSD connect families and community partners in ways that can promote direct contact with youth and families, including leading to familial employment.