Build Equitable Program Policies: Bring Social-emotional Learning to the Policy Table

Social-emotional learning (SEL) supports a platform to develop and enhance equitable program policies and practices. These policies and practices are central to not only creating equity within early care and education (ECE) settings, but also to dismantling inequities that exist within programs. Building strong policy and practice starts with developing relationships and teamwork, actively listening to others, and growing one’s knowledge. Educators, families, and community partners are integral voices in the development of these policies and practices grounded in equity. 

Equity has been described as:
"... the quality of being fair, unbiased, and just; ensuring that everyone has access to resources, opportunities, power, and responsibility they need to reach their full, healthy potential as well as making changes so that unfair differences may be understood and addressed" (IECMHC, n.d., pg. 2).

Creating equitable systems requires a strong focus on policy and practice. Equitable program policies and practices should encompass strengths-based and inclusive approaches to children's learning, family engagement, staff professional development, and program management. Policies should be based on the program's mission, vision, and philosophy. They should also reflect the voice and participation of the ECE program including staff members, families, and important community partners like the local literacy council or ECE mental health services. Individuals from these groups comprise your "policy team."

Growing equitable relationships and communication within your policy team sets the stage for working toward equitable policy. SEL supports that process. The Collaborative for Academic, Social, and Emotional Learning (2020) identifies five core areas of competency for social-emotional learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Each of these SEL areas is important as one builds knowledge, works collaboratively and respectfully with others, dismantles inequities, and takes action to develop equitable policy and practice.

Start with a social-emotional learning focus at the policy table with the core SEL competencies

Self-awareness includes understanding one's feelings or emotions, identity, and strengths, and how that impacts interactions with and behavior toward others.

The connection to policy and practice: Self-awareness is a starting point as one reflects on their bias, perspectives, and strengths. To begin to develop equitable policy and practices, ECE professionals need to think about how they interact with others in their ECE communities and how to engage and welcome all staff, families, and community partners in the policy process.

Social awareness includes perspective-taking or being able to stand in another's shoes and understand their perspective and feelings.

The connection to policy and practice: It's important to be aware of and think about the culture, values, and identity of those in the ECE community including staff, children, and families when developing equitable policy and practices. When one can take the perspective of another, and value and embrace the cultures and identities of those in the ECE community, it builds a foundation for inclusive conversations and communication.

Relationship skills include the ability to form and continue healthy relationships. These skills also include the ability to listen, to communicate effectively, and to work effectively with others in diverse communities and groups.

The connection to policy and practice: Relationship skills are critical to working with others. These skills include the ability to view relationships from a strengths-based perspective, communicate honestly, actively listen, and give voice to all involved in crafting policy. Developing relationships in the context of working with a policy team requires building a safe and secure culture within the group. Relationship skills support practicing team and collaborative problem-solving and standing up for the rights of others. Relationship skills are also critical as one gets to know and learns about families, children, and staff. Building an understanding of others in your ECE community is integral to developing policy from a lens of equity.

Self-management, or self-regulation, is the ability to recognize and regulate one's feelings, thoughts, and behaviors. It includes the ability to manage stress, regulate impulses, and feel motivated and empowered to reach goals.

The connection to policy and practice: Each person on the team benefits from the ability to approach discussions, conflicts, and problem-solving in a calm manner. This does not mean that an individual should repress their feelings or concerns. On the contrary, it means that voicing feelings, concerns, and problems are part of an important dialogue to discuss equity. When one can talk about and manage emotions, and calmly approach interactions with others, it strengthens their ability to hear another's perspectives and to focus brain power on generating ideas, discussing challenges, and problem-solving. Staying calm and focused helps a person to think more clearly and to demonstrate personal and collective agency. This means that one can feel motivated, empowered, and actively engaged in the policy process at an individual and group level.

Responsible decision-making, or problem-solving, includes the ability to make responsible, caring, and constructive choices about one's behavior, and to interact within diverse settings in constructive ways.

The connection to policy and practice: The process of developing equitable policy requires the ability to problem-solve, deconstruct, question, and craft policy content. The ability to problem-solve constructively during policy team discussions strengthens one's ability to place an intentional focus on desired policy outcomes, and how they affect the collective well-being of the ECE community.

Cultivate and grow these core SEL skills on your policy team

• Seek out, welcome, and engage families, educators, and community partners. Representation within the program and with community partners supports an inclusive approach to policy development.

• Bring a strengths-based perspective that values and views individuals as having unique knowledge and strengths. This perspective supports asset-based thinking and the unique knowledge that each person brings to the policy team.
• Actively listen to all participants. When one feels heard, they are more likely to feel integral, motivated, and committed to the goals and processes of the policy team.
• Have reciprocal conversations. We learn from others when we take time to interact in authentic and honest ways.
• Value individuals, their ideas, and perspectives. Communities are stronger with inclusive practices in place.
• Give voice to all individuals. When everyone is heard and represented on a policy team, it builds a foundation for discussion and working toward collective goals.
• Offer opportunities to generate, develop, and consolidate ideas. Many minds and voices grow richer ideas.
• Problem-solve with an open mind and open perspective. Problem-solving within groups is at the heart of developing stronger ideas and equitable actions.
• Meet challenges with flexible thinking. There are many ways to craft ideas and support the development of equitable policy within a team.
• Celebrate success and effort! Focus on the positive outcomes of the working process within the team and of the collective team goals.

References

Center of Excellence for Infant and Early Childhood Mental Health Consultation (IECMHC). (n.d.) Promoting Equity and Reducing Disparities in IECMHC Systems and Programs: Glossary and Definitions.

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). SEL is….