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A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social-Emotional
Jessika H Bottiani1, Maisha Gillins2, Charity Brown Griffin3
1School of Education and Human Development, University of Virginia, Charlottesville, VA USA.
School Mental Health
|October 7, 2024
Summary
This study details the co-creation of an equity-focused social-emotional learning (SEL) intervention through a research-practice partnership (RPP). It highlights overcoming challenges in a politically charged environment to advance SEL in schools.
Area of Science:
- Educational Psychology
- School Interventions
- Equity in Education
Background:
- Growing interest in integrating social-emotional learning (SEL) and equity in schools.
- Limited systematic research on effectively blending SEL and equity frameworks.
- Need for evidence-based interventions addressing the 'dual pandemics' of racial injustice and COVID-19.
Purpose of the Study:
- Describe the collaborative process of co-creating an equity-focused SEL intervention.
- Detail the formation and challenges of a research-practice partnership (RPP).
- Assess the contextual appropriateness and gather feedback on the intervention.
Main Methods:
- Document review of informal data (meeting minutes, correspondence).
- Analysis of formal data (teacher interviews, student focus groups).
- Iterative co-creation process within a research-practice partnership.
Main Results:
- Successfully formed an RPP despite a politically charged landscape.
- Developed a multi-component equity-focused SEL preventive intervention.
- Gathered feedback on intervention's contextual appropriateness.
Conclusions:
- Lessons learned from RPP collaboration in intervention development.
- Future directions for RPP-driven work to advance equity-focused SEL in K-12 schools.
- Importance of collaborative, context-sensitive approaches to SEL and equity.
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