A Systematic Review of Cultural Adaptations to Social Emotional Learning Interventions for PreK-12th Grade Black Students

Due to the lack of culturally responsive social–emotional learning (SEL) interventions and the negative implications of discipline disproportionality of Black students in schools, there is a dire need to develop and implement SEL interventions that promote racial equity and align with the specific cultural needs of Black youth. This systematic review explores cultural adaptations used in SEL interventions for Black PreK-12 students and their associated outcomes. A total of 15 studies with 339 Black/African American students ranging from 8 to 15 years old were included. Each study used at least four or more culturally adapted elements outlined in Bernal et al.’s (1995) Ecological Validity Framework, and every study utilized content and method adaptation elements to meet the needs of Black students. Outcomes associated with cultural adaptation SEL interventions for Black students included positive changes in racial/ethnic identity and increases in skill acquisition and performance across various social, emotional, and behavioral domains. Findings from the current review expand the research on evidence-based, culturally responsive SEL interventions for Black students and highlight the positive outcomes associated with cultural adaptations of SEL interventions for Black students.