Abstract
The potential for transformative social and emotional learning (SEL) was conceptualized as a lever in service of equity. This article explains the next steps and working assumptions the Collaborative for Academic, Social, and Emotional Learning (CASEL) has employed to collectively address the inequities that exist in schools. The proposed research agenda has implications for the continuous improvement of various resources. It also supports the formation of research–practice partnerships that will work to find frameworks, spaces, and stakeholder groups that will journey to implement and promote relevant efforts needed to create equitable learning environments where youth can excel.
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