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Fostering Culturally Responsive Social-Emotional Learning Practices in Rural Transitional Kindergarten Classrooms.

Xueqin Lin1, Josephine Ingram1, Chunyan Yang2

  • 1Berkeley School of Education, University of California, Berkeley, CA 94720-1670, USA.

Behavioral Sciences (Basel, Switzerland)
|September 27, 2025
PubMed
Summary

Culturally Responsive Social Emotional Learning (CR-SEL) practices in rural California transitional kindergarten classrooms focus on multicultural perspectives, inclusive environments, and family engagement. These strategies support student academic achievement and emotional resilience.

Keywords:
culturally responsive social emotional learningearly childhood educationrural schools

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Area of Science:

  • Education
  • Psychology

Background:

  • Culturally Responsive Social Emotional Learning (CR-SEL) positively impacts academic achievement and emotional resilience.
  • Limited research exists on CR-SEL implementation in rural school settings.

Purpose of the Study:

  • To explore how rural transitional kindergarten (TK) teachers in California practice CR-SEL.
  • To identify specific CR-SEL strategies used in rural TK classrooms.

Main Methods:

  • Case study design.
  • Online interviews with ten TK teachers from seven rural California schools.
  • Thematic analysis of interview data.

Main Results:

  • Three major themes of CR-SEL practices emerged: multicultural and critical perspective development, fostering an inclusive environment, and active family engagement.
  • Teachers utilized various strategies to implement CR-SEL in their classrooms.

Conclusions:

  • Findings enhance understanding of CR-SEL in practice within rural contexts.
  • Provides practical and research implications for educators, school psychologists, and policymakers.