Rebalancing Participation: A Perspective-Awareness Framework to Increase Access in Bullying-Related Social and Emotional Learning

Bullying-related social and emotional learning (SEL) instruction often assumes that, participation through public discussion, rapid verbal response, and performance-based, demonstration reflects student growth. However, these structures may inadvertently, limit access for students with learning differences whose executive functioning, processing speed, or social communication profiles affect how they engage in, traditional classroom formats. This article proposes a learner-responsive instructional, framework designed to expand access to bullying-related SEL instruction, particularly, for students with learning, differences. Drawing on research in executive functioning, psychological safety, cognitive load, and Universal Design for Learning, the framework, emphasizes perspective awareness, reflective sequencing, and multiple modes of, engagement as core design features. Rather than equating growth with visible, performance, the model centers internal agency and reflective capacity as meaningful, indicators of development. Practical implications are provided to support educators in, implementing inclusive participation structures that reduce cognitive and social barriers, while maintaining accountability and rigor in SEL practice.