Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children.

Social-emotional skills are a growing area of focus for early childhood educators due to their contributions to young children's school readiness and long-term positive outcomes. Current research also highlights the need to confront biases leading to the overestimation of challenging behaviors in racially and ethnically minoritized children. When enacted into policy and practices, biases and overestimation of challenging behaviors result in disproportional, exclusionary disciplinary practices towards children from racially minoritized and economically marginalized backgrounds in early childhood educational settings. Thus, it is necessary to select and implement social-emotional learning interventions that have been designed for or culturally adapted to meet specific needs of children from these backgrounds. In the present study, we uncovered the characteristics of social-emotional learning (SEL) interventions that have been designed or culturally adapted for racially and ethnically minoritized preschool-aged children (ages 3-5 years). Using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines with no restrictions on study dates, we conducted a systematic review of the literature. Our results indicate the implementation of culturally adapted SEL programs among preschool-age children from racially and ethnically minoritized backgrounds is in the preliminary stages with only six studies meeting inclusionary criteria. Overall, children demonstrated improved outcomes after participation in SEL programs. There were significant variations in the SEL curricula used. Frequent types of adaptions included reviewing the program from the original intervention, ensuring that the intervention is delivered in children's home language, and selecting or training qualified implementers.

Examining the role and graduate preparation of bilingual school psychologists in early childhood settings.

Emergent Bilinguals (EBs) comprise nearly a third of children enrolled in early childhood classrooms across the United States. Unfortunately, EB populations are often met with barriers that limit their opportunity to thrive in the school setting. Bilingual school psychologists (BSPs) are uniquely positioned to provide culturally and linguistically responsive academic and behavioral services to these young students. However, to date, there are no empirical studies exploring the graduate preparation received by early childhood BSPs and the services provided to young EBs. The present study involved the development and administration of a national survey examining the role of BSPs in early childhood settings. A convergent mixed-methods approach was used to analyze survey results from 97 participants. The results indicated that most early childhood BSPs felt unprepared by their graduate programs, although most indicated receiving early childhood preparation and almost half indicated receiving bilingual preparation. Four qualitative themes also emerged from the data. Implications for future research and preparation are discussed.

Commentary: If not you, then who: Equity, social justice, and the role of school psychologists in ensuring reading success for all learners.

Over the last 2 years, the world has witnessed an unprecedented set of events that have changed the course of history. The global COVID-19 pandemic heightened awareness of both social, economic, and health disparities and racial injustices suffered by Black, Brown, and poor people in the United States. Although we are still learning about the impact of these disruptions on learning and achievement, emerging data indicates that children's experiences varied widely and that disparities that were present before the pandemic only got worse. Thus, it is not surprising that, this time around, conversations about reading have pivoted towards attempts to include an equity and social justice perspective. We argue that a focus on specific evidence-based practices or interventions to address differences in reading achievement among subgroups of students may be insufficient. Instead, a more comprehensive approach that focuses on achieving equitable systems (e.g., addressing the historical, political, social, or economic systems which produce and contribute to disparities) and equitable processes (e.g., implementing organizational structures and adopting specific practices that broaden participation and elevate perspectives from marginalized groups) may be required for meaningful and sustainable change. In this commentary, we offer three ways school psychologists can advance reading research and practice towards more equitable reading success. (PsycInfo Database Record (c) 2023 APA, all rights reserved).