Exploring Implications of Transformative SEL for Civic Measurement in Diverse K-12 School Communities

Abstract

This chapter explores the opportunities and practical contributions of transformative social emotional learning (tSEL) in shaping school-family-community partnerships. It continues our nascent efforts to advance tSEL action research by identifying assessments that support young people and adults in diverse school communities in their efforts to imagine, build, and sustain fertile local learning ecosystems. As such, we attempt to craft and clarify connections and alignment between concepts related to a tSEL continuous improvement model, participatory action research approaches, and civic learning and development. We view collaborative problem-solving (CPS) as an essential component of this work, as it reflects a developmental competency that undergirds engagement in the types of democratic and civic practices and processes that are central to authentic school-family-community partnerships. Through a critical literature review, we identify individual, interpersonal, and community-level outcomes, highlighting how process-oriented evaluation contributes to democratic, equity-focused outcomes. We showcase examples involving caregivers, educators, and youth as co-researchers, underscoring the importance of inclusive assessment practices grounded in civic purpose. We conclude by outlining implications for future research and practice, emphasizing the need for contextually grounded assessments that reflect the developmental and relational nature of civic and emotional competencies.