The Role of Race in Social and Emotional Learning (SEL) Training for Preservice School Social Workers and Teachers

Abstract

Abstract Race is often ignored as a core component of social and emotional competency (SEC) and social and emotional learning (SEL). This study explored preservice school social worker and elementary teacher interns’ participation in a collaborative, multidisciplinary SEL training curriculum that integrates race. Nine preservice trainees (majority White women) participated in the collaborative training. Qualitative methodology was utilized to examine and access the training. Content analysis revealed three themes from a study of the interns’ participation in the training: function of color blindness, “I haven’t noticed,” and silencing of emotions. While interns acknowledged the importance of race, they were unclear on how students’ racial identities were a key component of students’ SEC. They also struggled to find ways to incorporate race in their implementation of SEL. Findings are discussed regarding the role of race and preservice training in SEL.