The Effects of a Culturally Adapted Program on ELL Students’ Core SEL Competencies as Measured by a Modified Version of the BERS-2

Abstract

Culturally and linguistically diverse (CLD) students face more complex social-emotional and socio-cultural challenges than their mainstream peers as part of their development and socialization in U.S. schools. Social-Emotional Learning (SEL) has been found to be beneficial in the academic and social success of all students; however, limited research has been conducted on the effects of SEL interventions on CLD populations’ core SEL competencies. With the unique needs of English Language Learners (ELLs) in mind, this study analyzes existing intervention data to evaluate the effects of a culturally adapted SEL program on participants’ five core SEL competencies (i.e. relationship skills, self-awareness, responsible decision making, social awareness, and self-management). Results indicate that the intervention was effective at improving participants’ self-awareness and relationship skills. Implications for measuring each core SEL competency instead of global constructs such as resiliency for all populations, including CLD students, are discussed.