Reshaping Social and Emotional Learning: A Scoping Review of Equity-Focused SEL Strategies Implemented In School Systems

Background and Purpose: In recent years, scholars have offered recommendations for integrating equity into social and emotional learning (SEL) through transformative SEL (Jagers et al., 2019), systemic SEL (Mahoney et al., 2021), and humanizing alternatives to SEL (Camangian & Cariaga, 2022). However, there are no systematic analyses of how SEL delivery has changed following the introduction of these frameworks that more intentionally promote equity (Shapiro et al., 2026). This scoping review provides a comprehensive analysis of equity-centered strategies that have been implemented in classrooms, schools, and districts. The research questions guiding this study are: (1) Within the SEL literature focused on implementation science, systemic SEL, transformative SEL, and humanizing alternatives to SEL, what strategies are being recommended to promote equity? and (2) what empirical evidence exists within this literature of successful strategies that promote equity?

Methods: Using database searching and citation chaining, we conducted a systematic search of literature focused on implementation science in SEL, systemic SEL, transformative SEL, or humanizing alternatives to SEL. Studies were included in the scoping review if they focused on K-12 school systems in the United States and were published in English-language peer-reviewed journals after 2010. A total of 1607 articles were retrieved with 652 duplicates removed. Teams of three researchers conducted screening and extraction, resulting in a final list of 116 studies. Using inductive content analysis (Pollock et al., 2023), the researchers iteratively coded these studies before engaging in thematic mapping to cluster codes and build themes (Braun & Clarke, 2006).

Results: (Q1) We identify a range of strategies in the literature reviewed that aim to promote equity, clustered into five approaches: (a) inclusive and transformative pedagogical practices, such as universal design, abolitionist teaching, and pedagogy of wellness; (b) participatory engagement with families and communities focused on centering student voice, building relationships, and listening and learning from community; (c) strengths-based cultural and contextual responsivity that adapts SEL to embrace cultural assets, humility, wealth, and relevance; (d) practices to promote systems change through empowerment, advocacy, and critical consciousness; and (e) school and district trainings and policies that support equity, such as restorative justice practices and policies. (Q2) We summarize how this literature describes the positive impacts of these strategies for marginalized students and educators, including empirical evidence of improved mental health and well-being, enhanced academic outcomes, and strengthened relational and community ties.

Conclusions and Implications: Using a practice-focused approach, we discuss the implications of these findings, and provide recommendations for the implementation and evaluation of equity-focused SEL in K-12 education. Although infusing equity into SEL is relatively new, there are many promising strategies to promote equity summarized in this review. Findings suggest the promise of a multipronged approach for promoting equity, using a variety of strategies across the classroom, school, and district levels. For school leaders, educators, and social workers, the findings highlight the importance of approaching equity-focused SEL through a systemic approach that creates infrastructure to support ongoing implementation and evaluation.