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Raising Equity Through SEL

A Framework for Implementing Trauma-Informed, Culturally Responsive Teaching and Restorative Practices

How can you effectively address the academic and SEL needs of your diverse learners? By activating social-emotional learning within a framework that includes trauma-informed, culturally responsive, and restorative teaching practices.


  • Develop emotional-intelligence skills for adults and students
  • Examine unconscious beliefs you may have about diverse learners
  • Use shared agreements to structure difficult conversations with other adults
  • Move students toward cultural competence and proficiency
  • Activate SEL across the curriculum without having to stop and “do SEL”
  • Implement culturally responsive, restorative, and trauma-informed teaching strategies
  • Learn inclusive pedagogy that raises equity for students who are marginalized
  • Level up SEL skills using educational technology

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Raising Equity Through SEL

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Table of Contents

Part 1: The Equity and SEL Integration Framework
Chapter 1: Learn the Basics of the CASEL 5 and Emotional Intelligence
Chapter 2: Assess Your Unconscious Biases and Beliefs About Students
Chapter 3: Improve Your Knowledge of Your Students
Chapter 4: Help Students Develop Emotional Intelligence Skills
Chapter 5: Activate Social-Emotional Learning in Your Lessons
Part 2: Three Focus Areas for Equity and Social-Emotional Learning
Chapter 6: Implement Trauma-Informed Teaching
Chapter 7: Implement Culturally Responsive Teaching
Chapter 8: Implement Restorative Practices and Restorative Justice
Part 3: More Equity Raisers for SEL
Chapter 9: Add Inclusive Pedagogy to SEL Plans
Chapter 10: Activate SEL Through Equity and Educational Technology





  • Cohen, R. K., Opatosky, D. K., Savage, J., Stevens, S. O., & Darrah, E. P. (2021). The metacognitive student: How to teach academic, social, and emotional intelligence in every content area. Bloomington, IN: Solution Tree Press.
  • Colburn, L., & Beggs, L. (2021). The wraparound guide: How to gather student voice, build community partnerships, and cultivate hope. Bloomington, IN: Solution Tree Press.
  • Grafwallner, P. (2021). Not yet . . . and that’s OK: How productive struggle fosters student learning. Bloomington, IN: Solution Tree Press.
  • Parrish, N. (2022). The independent learner: Metacognitive exercises to help K–12 students focus, self-regulate, and persevere. Bloomington, IN: Solution Tree Press.


Chapter 3

Chapter 4

Chapter 5

Chapter 8

Chapter 9

Appendix A