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Make an Impact in Your Field

Manuscript deadline
31 July 2020

Cover image - Middle School Journal

Middle School Journal

Special Issue Editor(s)

Kathleen Brinegar, Northern Vermont University
[email protected]

Lisa Harrison, Ohio University
[email protected]

Ellis Hurd, Illinois State University
[email protected]

Visit JournalArticles

Equity-Based Social-Emotional Learning

Link to Call: http://www.amle.org/portals/0/pdf/msj/MSJ_Call_Mar2020.pdf

Research has shown that implementing SEL programs in preK-12 classrooms can be fruitful. A meta-analysis
concluded that such programs have improved not only social and emotional skills, also “attitudes, behavior,
and academic performance” (Durlak et al., 2011), and positive effects have since been traced into adulthood
(Taylor et al., 2017). Many states have adopted standards for SEL and schools are already implementing
various programs to promote SEL. For this special issue, authors are invited to submit manuscripts that
consider the Association for Middle Level Education’s call for middle schools to choose “educators who
value young adolescents and are prepared to teach them” and create a culture and community in which
“the school environment is inviting, safe, inclusive, and supportive of all; and health and wellness are
supported in curricula, school-wide programs and related policies” (National Middle School Association,
2010 p. 14). As the attention to SEL continues to increase, there is an important opportunity to view these
efforts through an equity lens (National Equity Project, n.d.). Social and emotional skills are culturally rooted,
and therefore we should examine how SEL programs can be culturally sustaining (or not).

Submitted manuscripts should discuss ways that schools can support social and emotional competence
for students and teachers, and examine SEL related standards and pedagogical practices from a critical
lens through:

a. Analysis of SEL standards and/or practices through an equity lens (inclusive of culturally responsive or
culturally sustaining pedagogy, etc.)
b. Implementation of high quality, evidence based SEL programs in the middle school context that
prioritize educational equity in traditional and/or alternative educational settings
c Examination of equity-based outcomes for students immersed in SEL programs
d. Exploration of the potential for SEL to allow individuals and groups to acknowledge, address, and heal
from the ways they have been impacted by systemic oppression such as racism
e. Examples of school responses to support students’ SEL during general crises (e.g., COVID-19 pandemic,
natural disasters, or traumatic events)
f. Descriptions of successful partnerships between middle schools and community-based organizations
that foster or enhance opportunities for SEL
g. Professional development for teachers focused on avoiding equity pitfalls in their implementation of
SEL work with students

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social
and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.https://casel.org/wp- content/uploads/2016/01/meta-analysis-child-development-1.pdf

National Equity Project. (n.d.). Social emotional learning and equity. https://nationalequityproject .org/about/social-emotionallearning-equity

National Middle School Association. (2010). This we believe: Keys to educating young adolescents. Westerville, OH: Author.

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social
and emotional learning interventions: A meta-analysis of follow-up effects. Child development, 88(4), 1156-1171.

Looking to Publish your Research?

We aim to make publishing with Taylor & Francis a rewarding experience for all our authors. Please visit our Author Services website for more information and guidance, and do contact us if there is anything we can help with!

Submission Instructions

Submit by July 31, 2020

If you are submitting a manuscript for a themed issue, please specify the theme in your cover letter.
As you prepare your manuscript, please consult our Editorial Policy & Guidelines for Authors located at:
http://www.amle.org/MSJguidelines. Address inquiries to Editors Kathleen Brinegar, Lisa Harrison,
and Ellis Hurd at [email protected]

All manuscripts must be submitted online at: http://www.editorialmanager.com/msj
The Middle School Journal’s submission guidelines help guide authors in manuscript preparation and
can be accessed using the following link: https://www.amle.org/ServicesEvents/MiddleSchoolJournal/

Instructions for AuthorsSubmit an Article