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<p>School-based social emotional learning (SEL) programs represent an effective strategy for mitigating mental health difficulties among students. Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A), an SEL program for high school students, has demonstrated promising preliminary findings. Despite potential benefits, little is known about the effectiveness of SEL in general, or DBT STEPS-A specifically, among racially minoritized students. Further, few efforts have been made to center students’ perspectives when developing and delivering these programs. The current study included 30 Black high school students (<i>M</i><sub><i>age</i></sub> = 15.37; <i>SD</i> = 1.16) from the Southeastern United States who primarily identified as female (77%), heterosexual (70%), and living “comfortably” (60%) in terms of their family’s socioeconomic status. Five focus groups, each comprised of 5–7 students and lasting 60–100&#xa0;min, explored students’ primary stressors, their perspectives towards SEL/DBT STEPS-A, and potential modifications that may enhance the relevance and effectiveness of these programs, particularly for Black students. Four coders thematically analyzed focus group transcripts using an experiential, phenomenological approach. Results illustrated the importance of contextualizing SEL programs within students’ daily stressors, explaining the rationale for SEL to students, including relatable content, and incorporating active, engaging learning techniques. Students also discussed how SEL program engagement may be affected by their comfort with group members and facilitators, their school climate, and broader cultural messages about emotional expression. Regarding DBT STEPS-A skills, students noted potential benefits for each of the modules (i.e., Mindfulness, Emotion Regulation, Interpersonal Effectiveness, Distress Tolerance), but also expressed skepticism about whether the skills would translate to real-world benefits in their daily lives. Findings suggest that DBT STEPS-A could be more engaging if facilitators appeal to adolescents’ developmental needs by explaining how these programs can help them achieve their goals while also acknowledging the complexity of integrating skills into their day-to-day lives.</p>

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Centering Black Adolescent’s Perspectives on Social Emotional Learning: Recommendations to Enhance Student Engagement and Content Acceptability

  • 期刊论文

  • 发表日期：

    2025年11月24日

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  • Amanda J. Hasselle,
  • Jennifer Renick,
  • Breanna J. Moss,
  • Jalen R. Gales,
  • Kathryn H. Howell

摘要

School-based social emotional learning (SEL) programs represent an effective strategy for mitigating mental health difficulties among students. Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A), an SEL program for high school students, has demonstrated promising preliminary findings. Despite potential benefits, little is known about the effectiveness of SEL in general, or DBT STEPS-A specifically, among racially minoritized students. Further, few efforts have been made to center students’ perspectives when developing and delivering these programs. The current study included 30 Black high school students (Mage = 15.37; SD = 1.16) from the Southeastern United States who primarily identified as female (77%), heterosexual (70%), and living “comfortably” (60%) in terms of their family’s socioeconomic status. Five focus groups, each comprised of 5–7 students and lasting 60–100 min, explored students’ primary stressors, their perspectives towards SEL/DBT STEPS-A, and potential modifications that may enhance the relevance and effectiveness of these programs, particularly for Black students. Four coders thematically analyzed focus group transcripts using an experiential, phenomenological approach. Results illustrated the importance of contextualizing SEL programs within students’ daily stressors, explaining the rationale for SEL to students, including relatable content, and incorporating active, engaging learning techniques. Students also discussed how SEL program engagement may be affected by their comfort with group members and facilitators, their school climate, and broader cultural messages about emotional expression. Regarding DBT STEPS-A skills, students noted potential benefits for each of the modules (i.e., Mindfulness, Emotion Regulation, Interpersonal Effectiveness, Distress Tolerance), but also expressed skepticism about whether the skills would translate to real-world benefits in their daily lives. Findings suggest that DBT STEPS-A could be more engaging if facilitators appeal to adolescents’ developmental needs by explaining how these programs can help them achieve their goals while also acknowledging the complexity of integrating skills into their day-to-day lives.