The Impact of an Equity Centered Social-Emotional Learning Program on Social Awareness in Children Ages 5 through 11
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Authors
Turnage, Ariel
Issue Date
2025-09-26
Type
Action Research
Language
en
Keywords
Equity, Social Emotional Learning
Alternative Title
Abstract
The purpose of this action research study was to examine the impact of integrating equity-centered social-emotional learning (SEL) lessons into the existing curriculum at the Positive Activities Lead to Success (PALS) Children’s Program. The program serves children ages 5–11, many of whom come from diverse cultural and socioeconomic backgrounds and have experienced adverse childhood experiences (ACEs). While traditional SEL programs promote positive behavior and social-emotional growth, they often lack an explicit focus on equity. This study addressed that gap by embedding equity-focused lessons on diversity, empathy, and inclusion and evaluating their influence on children’s social awareness. A mixed-methods design was applied over four weeks, incorporating pre- and post-intervention Devereux Student Strengths Assessments (DESSA), student self-perception surveys, and weekly behavioral observations. Findings revealed modest but meaningful growth in children’s social awareness competencies, particularly in empathy, inclusion, and emotional regulation. Quantitative data demonstrated increases in DESSA scores and survey ratings, while qualitative observations confirmed improved peer support and inclusive behaviors. However, fairness and equity concepts remained more abstract and challenging for some participants. Overall, results suggest that embedding equity-centered SEL strengthens children’s ability to build positive relationships and apply prosocial skills in authentic social contexts.