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I’ve never before witnessed a moment in history in which both individual educators and the education system itself are forced to innovate in such a rapid, widespread, and fiercely committed manner.  With schools doing their best to implement hybrid and remote learning scenarios across the country, educators, students, and families are still scrambling to find a new normal. My social media feed is full of heart-wrenching posts of teachers working really hard trying to make the most of a difficult situation and although social distancing sometimes leaves us feeling like we are alone, we really are in this together, all trying to figure out how to show up for our students and our families in an unprecedented time.


As we personally and collectively manage an enormous, abrupt revision in how we do school, we must embrace this as a once-in-a-lifetime opportunity to rebuild our systems and personal practices in service of true, equitable learning experiences for all young people.  With over 55 million American students thrust into a new era of at-home learning, inequities in our students’ experiences, resources, and opportunities have become even more glaring.  As so many teachers go online, the digital divide separates those who have internet access from those who don’t and threatens to widen the achievement gap. We know exactly which students will struggle to access the new digital classroom.  And, as appealing as online instruction can be given the limitations of our ability to be together in a physical community, we must be mindful of the potential equity pitfalls along this path.  As argued by Justin Reich in his EdSurge OpEd: “A growing body of evidence suggests that online learning works least well for our most vulnerable learners,” including Black and Brown students, those with already low GPAs, students living in poverty, and those whose parents haven’t attended college.  As we seek to create meaningful learning opportunities for young people in both hybrid and remote learning settings, we must focus our collective attention on how we support our most vulnerable youth.


If there was ever a moment to center our teaching practice around social and emotional learning, now is the time.  Social-Emotional Learning (SEL) has the power to serve as a lever for equity, as it creates learning environments that validate, respect, and affirm the experiences of the diverse learners we serve.  And SEL skills are urgently needed right now: adults and young people alike are relying on SEL skills to support us through the fear, anxiety, loneliness, uncertainty, frustration, loss, and grief brought on by this global pandemic.  Now, more than ever, these skills are game-changers: 

  • The self-awareness required to understand, recognize, and name our feelings in the midst of this chaos;
  • The self-management skills needed to cope with our feelings, whether we breathe or bake or journal or snuggle with our pets to soothe our frayed nerves;
  • The social awareness to empathize with the ways others are experiencing this moment, especially across differences in identity, circumstance, and privilege;
  • The relationship skills to communicate and connect with others, manage the inevitable conflicts that will come up in close quarters, and work together collaboratively; 
  • The responsible decision-making skills required to act in service of our needs and goals, and to contribute to a society in which we balance our personal desires with the needs of our broader communities.


Centering our teaching practice on these social and emotional skills doesn’t require us to give up academic rigor—in fact, SEL is the approach we must embrace to effectively engage our most vulnerable students in learning right now when so much weighs on them.  As bell hooks implores, “To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.”

Check out the new Reading with Relevance program – Social and Emotional Learning resources that are engaging, diverse, and easy to implement >


We know that young people need social and emotional learning to cope with the experiences brought by Coronavirus, as one teacher shares: “Today I heard a kid tell his friend that the world was getting ready to explode. His friend said ‘I know, and I’m worried about my grandparents.’ The kids are listening & watching. And they’re afraid. I’m worried about the trauma we’re leaving for young people to deal with.”  What lessons are most pertinent in the midst of this global pandemic?  Those that help students talk about, cope with, navigate, and make meaning of this moment in history–especially those who have the fewest resources and supports already on their side.  


One equity-driven approach to integrating social and emotional learning into instruction is simple: leverage the power of relevant reading.  Rudine Sims Bishop asserted over twenty-five years ago that reading “becomes a means of self-affirmation, and readers often seek mirrors in books.” Relevant literature can help us better understand our emotions, identities, and experiences; for young people especially, reading can be an invaluable resource in building social and emotional skills.  As educators who care about the students we serve, how can we use books to empower and connect young people across physical distance? 

    • Start with culturally-relevant literature.  Pick books that feature main characters that provide your students with the mirrors they crave (and deserve!).  Look for stories that counteract stereotypes and support students to build a positive sense of self, giving them the chance to see themselves as deserving of a whole story about them, their struggles, and their accomplishments. One particularly relevant read right now is Kwame Alexander’s The Crossover, a novel-in-verse that explores timely themes (family, health, loss, grief, and resilience) when two young men discover that their father’s “Basketball Rules of Life” provide them with powerful strategies for coping with an unexpected crisis.
    • Select accessible reading formats.  Think about how you’ll get this content into your students’ hands–there are so many accessible options right now!  Some incredible authors are reading their works aloud, for free, on social media (Elizabeth Acevedo, RJ Palacio, and Kwame Alexander to name just a few).  You’re also welcome to read these books aloud to your students (as long as you’re not doing so for commerce!).  Many audiobooks and ebooks are either free or have been drastically reduced in price, making them much easier to access.  If digital options aren’t the right fit for your students, you can always make hard copies of books available for students to pick up alongside free/reduced meals.
    • Create intentional tasks.  Focusing on the social and emotional themes in the texts you’ve selected transforms great stories into concrete SEL skill-building opportunities.  Books have the power to help young people practice self-awareness, consider a variety of coping skills, and empathize with others, even across differences. Teach students to connect what they’ve read to their own lives, experiences, and identities: in discussion and reflective writing, prompt students to think about the story in relation to their own. How can what they are reading help them better understand their experiences? Did any characters or plot lines remind them of their own lives? Have they felt any of the things the characters in the book feel? 
    • Adapt your instructional methods to meet the needs of all learners.  Think about the most vulnerable young people you serve: how can you support them to access a meaningful learning experience from home?  Be flexible and adaptable in creating accessible opportunities for them to share their reflections about what they are reading.  Whether you’re able to bring students together online for synchronous class discussions, moderate their engagement with the text asynchronously through digital tools, or connect with them individually over the phone in the absence of internet connectivity, relevant reading is a powerful resource for helping students better understand themselves and others during a moment when this is so needed.  

Now is the time to unite social/emotional learning, cultural relevance, and academic instruction–at scale–for all young people.  We have an unprecedented opportunity to build something new for our students, and they are counting on us.  Let’s do it together!

About the author: Lacy Asbill is the Co-Founding Director of Moving Forward Institute, a nonprofit organization that focuses on students’ emotional well being as a critical strategy for improving their academic achievement. Founded fifteen years ago in Oakland, CA, the organization has taught more than ten thousand of the most underserved youth in their community and trained over five hundred young adults to serve as a new generation of educational leaders. Lacy’s proudest professional accomplishment is her role in authoring Reading with Relevance: a literacy program that guides students and teachers through the process of reading relevant, culturally diverse, socially, and emotionally rich literature. Now, Lacy is on a mission: sharing and scaling the program she’s built for (and with!) her students, to inspire relevant reading experiences, heartfelt conversations, and instructional breakthroughs in classrooms across the nation.

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Note: Fresh Ideas for Teaching blog contributors have been compensated for sharing personal teaching experiences on our blog. The views and opinions expressed in this blog are those of the authors and do not necessarily reflect the official policy or position of any other agency, organization, employer or company.