Social and emotional learning and equity in school discipline
Abstract
Beginning as early as preschool, race and gender are intertwined with the way US schools mete out discipline. In particular, black students and male students are much more likely than others to be suspended or expelled—punishments that we know can hold them back academically. These disparities, and the damage they can cause, have driven recent reforms, including some that incorporate social and emotional learning (SEL) practices.
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Through culturally responsive and healing-centered strategies, asset-based alternative schools empower students by honoring their lived experiences and perspectives, which promotes academic achievement and social-emotional development.
“Through culturally responsive and healing-centered strategies, these schools empower students by honoring their lived experiences and perspectives, which promotes academic achievement and social-emotional development (Gregory & Fergus, 2017;Huerta et al., 2020;Lea et al., 2020).”
From School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School (2026) · cites this paper as Gregory & Fergus, 2017
Social-emotional learning, especially art-based approaches, is essential non-academic support for formerly incarcerated Black male students.
“This aligns with existing research highlighting that social-emotional learning, especially art-based approaches, is essential non-academic support for formerly incarcerated Black male students (Ballard & Bender, 2022;Huerta et al., 2020;Gregory & Fergus, 2017;Lea et al., 2025).”
From School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School (2026) · cites this paper as Gregory & Fergus, 2017
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References 32 · Cited by 218
- Authors
- Gregory, A., & Fergus, E.
- ORCID
- Fergus, Edward
- Venue
- The Future of Children
- Publisher
- Project MUSE
- Published
- 2017
- Volume
- 27
- Issue
- 1
- Pages
- 117-136
- ISSN
- 1054-8289 (ISSN-L)
- 1550-1558
- OpenAlex
- W2761833881
- Cited by
- 218
- References
- 32
- Citations by year
- 2026: 18 · 2025: 30 · 2024: 23 · 2023: 31 · 2022: 34 · 2021: 37 · 2020: 21 · 2019: 13 · 2018: 10 · 2017: 1
- FWCI
- 43.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Future of Children (publishedVersion)
- Project Muse (Johns Hopkins University) (submittedVersion)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Law › Legal Issues in Education
- Keywords
- social-emotional learning, student discipline, equity, racial disparities, gender disparities, school suspension, expulsion, Black students, male students, educational reform
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