Culturally Responsive Social–Emotional Interventions for Minoritized and Marginalized Young Children

This session is from the NASP 2022 Annual Convention

  • PMD: 8
  • Skill Level: Introduction
  • Session 3: Promoting Diversity and Multicultural Competence in School Psychology

Learner Objectives

This session will help participants…

  1. analyze the literature on social-emotional and behavioral interventions that have been modified for cultural relevance for minoritized and marginalized young children.
  2. explain the importance of culturally responsive practices for minoritized and marginalized young children in early childhood education.
  3. describe how culturally responsive social-emotional and behavioral interventions align with the NASP domains of diversity in development and learning.


As the diversity of the education field intensifies, effective interventions for culturally diverse young children are in great demand. Social–emotional and behavioral interventions in preschool and kindergarten can assist with reducing later disparities in academic and behavioral functioning. Our study analyzes the extent to which existing culturally responsive social–emotional and behavioral interventions have been implemented in early childhood education for children from minoritized and marginalized backgrounds who need them.



Kelsey E. Klatka, Kent State University
Kenia G. Cruz, University of Texas at Austin
Kizzy Albritton, University of Texas at Austin


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