for learning include culturally responsive ways to meet the needs of every child served. The mirror of despair is a load many families historically carry on their shoulders daily. The increased media coverage and often underlying messages reinforce hurtful realities. Cries for help from communities of color are often overlooked, ignored, or met with resistance. Naturally, when anyone feels unheard, unappreciated, and unsupported, negative emotions and behaviors are triggered. The added baggage weighs heavily on everything people of color do to merely survive, let alone thrive. The lack of safe spaces, authentic relationships and supports hinders transformational change from happening. Despite these experiences, there are small actionable steps that can change the trajectory. WHEN ALL MEANS ALL We’re all part of the problem and solution. The charge is great but the lives we set up for success are even greater. When we create and maintain safe academic spaces that create the conditions for mutually transformational learning for administrators, teachers, staff, students, parents, and the community it’s a win-win for all. We owe our students an education that centers on their lives and explicitly addresses the historical and sociopolitical constructs we’ve long avoided. Governmental entities, state representatives, and public educators can no longer turn a “blind eye,” to how these lived experiences affect different student populations in diverse ways. Many educators are joining anti-racist movements to learn how to move beyond words and position themselves for action to integrate social justice with educational equity while building social and emotional competencies. Social and emotional learning delivered with an equity lens is one significant step towards building capacity of all. When we lead from our hearts, inform our minds, and stand in solidarity with one another authentically, we transcend and transform all barriers that hinder us from achieving mutually beneficial goals. Social justice and equity for ALL. REFERENCES: http://www/centerforpubliceducation.org/ educationequity http://www.casel.org/what-is-sel/approaches/ https://casel.org/wp-content/uploads/2019/11/ SEL-Trends-7-11182019.pdf https://www.edsurge.com/news/2019-05-15dena-simmons-without-context-social-emotionallearning-can-backfire http://www.ascd.org/publications/newsletters/ education_update/apr19/vol61/num04/Why_We_ Can’t_Afford_Whitewashed_social-Emotional_ Learning.aspx https://drc.casel.org/uploads/sites/3/2019/02/ Toward-Transformative-Social-and-Emotional Learning-Using-an-Equity.pdf Debra A Carr is a life-long learner, cause-minded socialpreneur, social justice advocate, mom, fashion lover, coach, counselor, and social worker. Debra is a graduate of the University of Iowa School of Social Work, a licensed master social worker, certified financial social worker, member of academy of certified social workers and certified nonprofit management professional. Governmental entities, state representatives, and public educators can no longer turn a “blind eye,” to how these lived experiences affect different student populations in diverse ways.
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