Presenter(s)

• Kyle Smith, OSU Graduate Assistant, The Ohio State University

Abstract

This study investigated the preliminary impact of culturally adapting the Positive Action social-emotional learning (SEL) curriculum for fifth-grade students in a large urban elementary school. Utilizing 30 weekly small-group sessions, adaptations included culturally relevant visual representations, localized environmental contexts, and creative expression through music and custom affirmation designs. Results demonstrated statistically significant improvements in student emotion regulation (p = .042) with a large effect size (d = -0.71). Findings highlight that culturally responsive adaptations of evidence-based SEL curricula are essential for promoting equitable outcomes and fostering supportive learning environments for diverse student populations.