Introduction: Motivating the SEL Field Forward through Equity

Abstract

The need for social and emotional learning (SEL) has never been so clear. The growing understanding of its benefits has been made more evident by the stronger focus of state, district, and school leaders, educators, and families to leverage SEL as a strategy to promote emotional well-being, to combat systemic and interpersonal inequities, and to engage students in positive learning environments. With this urgency to use SEL practices, now is the time to ensure a focus on creating environments and experiences that promote social and emotional development and deepening understanding of the motivational factors that promote student and adult success. Motivation researchers have been studying the motivational elements – and associated interventions – that better equip youth and adults to engage in their learning environments, suggesting the importance that the two fields learn with and from each other. The introductory chapter of the volume, Motivating the SEL Field Forward Through Equity, explores the intersections and accelerators of the two fields to create optimal learning environments and experiences for all youth. Specifically, we provide a high-level overview of the two fields, including ways each field takes into account personal development in relation to context and culture. We further explore ways in which the two fields intersect, elevating the importance of understanding the role of equity and excellence in research and practice. We then focus on one approach that we believe elevates equity of voice in research – research–practice partnerships. Finally, we highlight how this volume is organized.

Citation

Yoder, N. and Skoog-Hoffman, A. (2021), "Introduction: Motivating the SEL Field Forward through Equity", Yoder, N. and Skoog-Hoffman, A. (Ed.) Motivating the SEL Field Forward Through Equity (Advances in Motivation and Achievement, Vol. 21), Emerald Publishing Limited, Leeds, pp. 1-19. https://doi.org/10.1108/S0749-742320210000021001