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Cultural Adaptation of an Educator Social-Emotional Learning Program to Support Indigenous Students
Anisa N Goforth1, Lindsey M Nichols2, Jingjing Sun1
1University of Montana.
School Psychology Review
|August 5, 2024
Summary
This study culturally adapted a social-emotional learning (SEL) program for Indigenous students by co-adapting Educators Navigating and Generating Approaches for Genuine Empowerment (ENGAGE) with community members, fostering resilience and cultural relevance.
Area of Science:
- Education
- Psychology
- Indigenous Studies
Background:
- Systemic colonialism impacts Indigenous students' mental health and academic outcomes.
- Culturally responsive social-emotional learning (SEL) programs are needed for Indigenous students.
- Limited research exists on developing culturally relevant SEL programs for Indigenous contexts.
Purpose of the Study:
- To describe the process of culturally adapting the ENGAGE SEL program for educators at a tribal nation school.
- To highlight unique values and culturally responsive considerations in adapting SEL for Indigenous students.
- To inform culturally responsive SEL program development and implementation.
Main Methods:
- Community-based participatory research (CBPR) approach.
- Co-adaptation of the Educators Navigating and Generating Approaches for Genuine Empowerment (ENGAGE) program.
- Thematic analysis of research process data.
Main Results:
- Five key themes emerged: resilience amid trauma, fostering culture, building relationships, the educator's role in SEL, and peer support.
- The co-adaptation process emphasized community values and culturally specific considerations.
- Successful adaptation required deep engagement with tribal community members.
Conclusions:
- Culturally adapting SEL programs is crucial for supporting Indigenous students' well-being.
- The co-adaptation process highlighted the importance of decolonizing research and practice.
- Findings offer guidance for school psychologists and educators working with Indigenous communities.
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