An Inquiry Into Early Adolescent Black Girls’ Experiences With Adult-Facilitated Peer-Based Discussions for Transformative Social and Emotional Learning

Using the dialogue-based formative intervention model to conceptualize adult-facilitated, peer-based discussions as a student-centered, listening-forward method of instruction and facilitation of social and emotional learning, we examine termination sessions of an intervention with 18 early adolescent Black girls from a low-socioeconomic, urban community to describe outcomes from participants’ perspectives and development of social and emotional competencies. Thematic analysis reveals participants’ reflections surrounding physical and emotional safety, stereotypical representations of and the sexualization of women in media, and the creative and affirming potential of safe spaces. We describe implications for delivering transformative social and emotional learning within urban educational settings.