Exploring ELSA, teacher and pupils’ views on culturally responsive approaches: How can cultural responsiveness improve sense of belonging and social and emotional support in schools?

Abstract

The UK is increasingly becoming racially and ethnically diverse. The DfE (2022) reported an overrepresentation of some ethnic groups in permanent exclusions, suspensions and social emotional and mental health (SEMH) needs. Children and young people’s (CYP) emotions in the school context are relevant as they are strongly linked to well-being and school performance. Therefore, acknowledging their emotions assists in understanding the CYP as well as reducing behavioural issues. Contemporary research recognises the cross-cultural differences in human emotion. Despite this, psychological research continues to rely on WEIRD research omitting racial and ethnic differences. There are currently no known UK peer-reviewed studies exploring school staff’s use of culturally responsive practice (CRP) to support social emotional learning (SEL) of diverse student populations.
A systematic literature review was conducted to explore how CRP can foster a sense of belonging for culturally diverse CYP. The findings from the eight reviewed studies were analysed using a thematic synthesis. Five analytical themes were generated (Cultural empathy towards YP; teaching staff’s use of reflective spaces; ‘being done to, rather than with’ & cultural representation & complexity of systems and interacting factors). The themes were used to answer the research questions.
The primary research study explored the cultural responsiveness of ELSAs (Emotional Literacy Support Assistants) in their work with pupils from diverse backgrounds. The research objective was to develop an understanding of how ELSAs perceive and achieve CRP. The mixed-methods sequential explanatory design used a multicultural attitudes survey (n = 60 responses), followed by 7 semi-structured interviews analysed using reflexive thematic analysis. Six themes were developed: (Mis)Interpretation of behaviour, Considerations beyond the current context, ELSAs’ self-awareness, Whole school approach, Child-centred approach, and Support for ELSAs. Overall, findings indicate the recognition amongst the studied population of the need for culturally responsive SEL. This suggests training implications for EPs, ELSAs and school staff in addressing the social-emotional needs of culturally diverse CYP.

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ORCID for Evas Mbire-Chigumba: orcid.org/0009-0003-6281-128X

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