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Despite the pressing need for culturally responsive practices to ensure equitable outcomes for students from diverse backgrounds, there remains a lack of research on deliberate cultural considerations within evidence-based social and emotional learning (SEL) practices. In response, the current study seeks to explore evidence-based practices of culturally responsive SEL programs by reviewing literature published in the last ten years. A total of 13 studies were included in a qualitative systematic review. Among them, seven studies were incorporated in a quantitative meta-analysis. The authors investigated (a) for whom the programs were implemented, (b) by whom the programs were implemented, (c) how the programs were planned and implemented, and (d) for what the programs were implemented. The overall effect size (Hedge’s g) was 0.36. The subgroup difference analyses were conducted by using participant-, implementer-, program-, and outcome-related variables as moderators. Although the subgroup differences were not statistically significant, programs implemented at the targeted level, led by researchers, used multiple culturally responsive strategies showed higher effect sizes than those implemented at the universal level, led by teachers, and used only one culturally responsive strategy. Based on the findings, implications for implementing culturally responsive SEL programs were provided.Impact StatementThe current study is the first attempt to systematically review empirical studies implementing culturally responsive SEL programs published in the last ten years. The findings inform the evidence-based practice of culturally responsive SEL programs, enabling educators to implement the most effective strategies. This study advocates for the expansion and rigorous evaluation of culturally responsive SEL practices to better address the unique needs of students from diverse sociocultural backgrounds.
Lim et al. (Tue,) studied this question.