The future is inclusive: An invitation for interdisciplinary collaboration between social emotional learning and special education researchers

Abstract

In this conceptual article, we envision a future in which collaboration among social emotional learning (SEL) researchers and special education researchers strengthens inclusive policies and practices within our schools, fostering the meaningful participation of all students with respect to their academic, social, and emotional strengths and needs. We make a case for the value and urgency of interdisciplinary research among SEL scholars and special education scholars, explaining how scholarship within each field would benefit from greater integration of the evidence and scholarly discourse of the other. Then, to catalyze our vision for increased collaboration, we present four assertions about inclusion that we believe are foundational to future, collaborative efforts toward more inclusive schools and educational systems. We assert that inclusion 1) is an active stance against exclusion, 2) requires clarity in roles and responsibilities, 3) benefits everyone, and 4) is a long-term investment. In presenting these assertions, we surface both current barriers to inclusion and the potential of interdisciplinary research to productively address these challenges. We conclude with an invitation for researchers to engage in increased interdisciplinary collaboration in service of advancing a vision of inclusive schools. Impact StatementWe argue that through increased collaboration, special education researchers and social and emotional learning researchers have opportunities to increase inclusion and meaningful belonging within schools. We offer four action steps to move both fields forward in their research and promotion of meaningful participation of all students.