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Transformative Social–Emotional Learning and Intergroup Dialogue: A Mixed-Methods Investigation of a School-Based Intervention.

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Title: Transformative Social–Emotional Learning and Intergroup Dialogue: A Mixed-Methods Investigation of a School-Based Intervention.
Authors: Ball, Annahita (AUTHOR), Skrzypek, Candra (AUTHOR)
Source: Children & Schools. Jan2026, Vol. 48 Issue 1, p9-16. 8p.
Subjects: School environment, Empathy, Self-evaluation, Adolescent development, Research funding, Focus groups, Prejudices, Social workers, Psychology of high school students, Cultural competence, Multivariate analysis, Teaching methods, Behavior, Thematic analysis, Pre-tests & post-tests, Race, Teenagers' conduct of life, Educational psychology, Research methodology, Analysis of variance, Social skills, Learning strategies, Interpersonal relations, Minorities, School health services, Group process, Self-perception, Social skills education
Abstract: Social–emotional learning (SEL) is a widely accepted evidence-based strategy to improve youth's social and emotional skills. Transformative SEL adapts traditional SEL by emphasizing social justice and collective action, rather than individual competence and responsibility. SEL research has demonstrated sustained effectiveness for a variety of traditional school-based programs, yet research on SEL with adolescents is limited. There is almost no research on transformative SEL. This study explored the outcomes of a school-based transformative SEL program with adolescents. A two-part mixed-methods sequential design used quantitative surveys and qualitative focus groups with two samples of high school youth from five different high schools. Multivariate analysis of variance and thematic description were used to analyze the data from each part of the study. Then, results were connected across the quantitative and qualitative analyses. Youth's self-reported intergroup empathy increased significantly from pre- to posttest, as did their interest in building bridges, social identity awareness, and openness to multiple perspectives. Qualitative results supported the quantitative findings, especially as youth detailed how their intergroup empathy changed following the intervention. Their comments in the focus groups also varied across racial subgroups, indicating that future research should explore differential transformative SEL outcomes. [ABSTRACT FROM AUTHOR]
Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Transformative Social–Emotional Learning and Intergroup Dialogue: A Mixed-Methods Investigation of a School-Based Intervention.
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  Data: <searchLink fieldCode="AR" term="%22Ball%2C+Annahita%22">Ball, Annahita</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Skrzypek%2C+Candra%22">Skrzypek, Candra</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Children+%26+Schools%22">Children & Schools</searchLink>. Jan2026, Vol. 48 Issue 1, p9-16. 8p.
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  Data: Social–emotional learning (SEL) is a widely accepted evidence-based strategy to improve youth's social and emotional skills. Transformative SEL adapts traditional SEL by emphasizing social justice and collective action, rather than individual competence and responsibility. SEL research has demonstrated sustained effectiveness for a variety of traditional school-based programs, yet research on SEL with adolescents is limited. There is almost no research on transformative SEL. This study explored the outcomes of a school-based transformative SEL program with adolescents. A two-part mixed-methods sequential design used quantitative surveys and qualitative focus groups with two samples of high school youth from five different high schools. Multivariate analysis of variance and thematic description were used to analyze the data from each part of the study. Then, results were connected across the quantitative and qualitative analyses. Youth's self-reported intergroup empathy increased significantly from pre- to posttest, as did their interest in building bridges, social identity awareness, and openness to multiple perspectives. Qualitative results supported the quantitative findings, especially as youth detailed how their intergroup empathy changed following the intervention. Their comments in the focus groups also varied across racial subgroups, indicating that future research should explore differential transformative SEL outcomes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191300675
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1093/cs/cdaf027
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 9
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Adolescent development
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Prejudices
        Type: general
      – SubjectFull: Social workers
        Type: general
      – SubjectFull: Psychology of high school students
        Type: general
      – SubjectFull: Cultural competence
        Type: general
      – SubjectFull: Multivariate analysis
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Behavior
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Teenagers' conduct of life
        Type: general
      – SubjectFull: Educational psychology
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Analysis of variance
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Interpersonal relations
        Type: general
      – SubjectFull: Minorities
        Type: general
      – SubjectFull: School health services
        Type: general
      – SubjectFull: Group process
        Type: general
      – SubjectFull: Self-perception
        Type: general
      – SubjectFull: Social skills education
        Type: general
    Titles:
      – TitleFull: Transformative Social–Emotional Learning and Intergroup Dialogue: A Mixed-Methods Investigation of a School-Based Intervention.
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            NameFull: Ball, Annahita
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              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
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