Summary

Foreword

by Sheldon Eakins

As a fellow educator, Jorge Valenzuela and I share many commonalities. We both realize that doing the work of equity can be daunting and challenging. In facing the challenges, I began to seek opportunities to broaden my perspective of the framework of SEL or social-emotional learning. I’d previously met noteworthy individuals who contributed to this framework through my Leading Equity podcast and at conferences where I initially met Jorge.

At the time, I was working to become a better equity advocate and was interested in locating opportunities to expand on the issue. Attending the conference where we met was providential. I was familiar with Jorge’s name; I knew he was passionate about social-emotional learning and had made many contributions to the subject. After examining the list of presenters, I decided to attend his session on the topic. It was a “marriage made in heaven,” where we established a bond that to this day continues.

What impressed me most about Jorge’s presentation were his strategies for implementing an SEL framework and tools that could be utilized to improve student SEL skills. I felt there had to be a connection since equity work is multileveled, and elements of SEL can be included. For instance, SEL may be considered in areas like bias, microaggression, restorative practice, and social justice – to name a few. Consequently, when it comes to the subject of SEL, I can say unequivocally Jorge IS the master who offers the best guidance on the topic I have come to know.

Once connected, the bond between Jorge and myself has extended beyond the typical working relationship. I have learned from him the importance of implementing a social-emotional framework for trauma-informed, culturally responsive teaching as well as restorative practices. His sense of urgency on the matter drives home the reason for the need to incorporate equity and SEL into lessons educators in particular develop. One of the primary reasons for incorporating equity and SEL

into student lessons is the emphasis educators place on academics instead of natural student behavior.

In an era of COVID-19 and other school uncertainties, we must be even more trauma-informed regarding students. Trauma definitely impacts student behavior. Research suggests that approximately 25 percent of American children will experience at least one traumatic event by the age of sixteen. A child’s trauma reaction can considerably interfere with learning and school behavior. Trauma events, as defined by the Center for Nonviolence and Social Justice, are the experiences that cause emotionally painful and distressing situations which overwhelm a person’s ability to cope, thus leaving them feeling powerless.

I believe that children need space. In addition, they need to have recalibration time. While certain situations may be marginalized, a child’s reaction to a traumatizing event may not be the same as that of an adult. Consequently, it is essential to ensure the child’s perspective is measured to provide the necessary support. Other options for managing these kinds of events may include reciprocity and predictability. Jorge’s approach to handling trauma through the SEL framework shines here.

Jorge is a well-qualified author. Not only is he an education coach and student advocate, but he also brings to the table many years as an instructor. His teaching style embraces actionable research, which he uses to facilitate his work mentoring teachers to achieve success in school leadership as well as instruction. His role as host of the podcast SEL in Action demonstrates the kind of wisdom this publication will impart.

To illustrate, one of the benefits of SEL involves being informed. Jorge focuses on what it means to work with students who have high needs. While some face trauma, I believe having an excellent or good working relationship with a school, guidance counselor, or assistant principal is also critical, especially in scenarios where information is proprietary.

Jorge’s innovational approach to resolving this kind of challenge sets a gold standard due to the possibility of triggers that could occur.

In developing relationships with students, I have used Jorge’s approach to identify triggers. Sometimes, we can only be informed to a certain extent, but the more information we know is helpful. My usual approach was to connect on a personal level with various activities that could later be developed as an “inside joke.” In one instance, I was attempting to determine a new student’s interests. With this student, I selected to play boxing.

It didn’t go well.