Integrating Social-Emotional Learning and Culturally Responsive Teaching in Teacher Education Preparation Programs: The Massachusetts Experience So Far

In this article, we present an integrated approach to social-emotional learning and culturally responsive teaching (SEL/CRT), a framework that has guided the advocacy and practical work of teacher educators (including the authors of this article) in Massachusetts. Hailing from a range of higher education programs across the state, this group has organized to advocate for systematic integration of culturally responsive SEL in all teacher preparation programs in Massachusetts. In addition to describing our guiding framework and advocacy work, we will also share the challenges and opportunities that have been faced in the process. We also share “lessons learned” as guidance for all who believe in the vital importance of integrating SEL/CRT principles and practices into teacher education—to support preservice candidates to become highly capable, equity-minded teachers who can capably support all students to engage successfully in academic rigor as well as develop strong social-emotional and civic skills.