Despite the positive impact of culturally responsive social emotional learning (CR-SEL) in enhancing students’ academic achievement and emotional resilience, less is known about how it is employed in rural school settings. We employed a case study design to explore how rural transitional kindergarten (TK) teachers in California practice CR-SEL in their classrooms. Ten TK teachers from seven California rural schools were individually interviewed online. Results of the thematic analysis showed three major themes of CR-SEL practices: multicultural and critical perspective development, inclusive environment, and family engagement. Participants identified different strategies to teach CR-SEL practices in their classrooms. Findings extend our understanding of CR-SEL in practice, and provide practical and research implications for school psychologists, educators, and policymakers.

Guided by the social cognitive theory and job demands-resources model, we used multiple regression analyses to examine the concurrent and interactive influences of professional support and efficacy beliefs on compassion fatigue during COVID-19 among 231 school principals in California. Controlling for principals' individual- and school-level demographic factors, professional support and their district collective efficacy (but not self-efficacy) were significantly and negatively associated with compassion fatigue. The negative association between professional support and compassion fatigue was moderated by both collective and self-efficacy. Professional support had a significantly negative association with compassion fatigue only among principals with both lower collective and self-efficacy beliefs. In addition, female principals reported significantly higher compassion fatigue than their male counterparts. Principals who oversee schools with larger student populations (i.e., 500-1,000 students) reported significantly less compassion fatigue than those who lead smaller schools (i.e., less than 200 students). Findings highlighted the importance of promoting principals' efficacy beliefs and increasing professional support to address their compassion fatigue. Findings also indicated that professional support and efficacy beliefs interact with each other in a compensatory way to influence the principal's compassion fatigue concurrently. Practical implications for school psychologists' capacity to support school leaders' compassion fatigue are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Guided by the social-ecological model, we employed growth mixture models in this study to examine (a) the trajectories of student perceived schoolwide bullying perpetration, and the prevalence of traditional bullying victimization and cyberbullying victimization aggregated at school level and (b) the longitudinal impact of four domains of social-emotional learning (SEL) competencies, school level, ethnic diversity index, and school size, on these trajectories. Through results of the latent class growth modeling on four years (2017-2020) of longitudinal data collected from 142 schools with an average of 36,403 students in the state of Delaware, United States, we found that schoolwide bullying perpetration followed four growth trajectories: high-start-high-growth, moderate-start-high-growth, moderate-start-low-growth, and low-start-low-growth. Schoolwide cyberbullying victimization showed two growth trajectories, including high-start-low-growth, and low-start-high-growth. Schoolwide traditional bullying victimization followed a linear growth over four years. In terms of the longitudinal impact of SEL competencies, only social awareness negatively contributed to the growth of schoolwide bullying perpetration. School levels and ethnic diversity index were also associated with some growth trajectories for schoolwide bullying and cyberbullying victimization. Practical implications for schoolwide efforts in bullying interventions and programming are discussed.

Despite the positive impact of culturally responsive social emotional learning (CR-SEL) in enhancing students’ academic achievement and emotional resilience, less is known about how it is employed in rural school settings (McCallopsa et al., 2019). Guided by Bennett et al.’s framework (2018), we employed a case study design to explore how rural transitional kindergarten (TK) teachers in California practice CR-SEL in their classrooms. Ten TK teachers from seven California rural schools were individually interviewed online. Results of the thematic analysis showed three major themes of CR-SEL practices: multicultural and critical perspective development, inclusive environment, and family engagement. Participants identified different strategies to teach CR-SEL practices in their classrooms. Findings extend our understanding of CR-SEL in practice, and provide practical and research implications for school psychologists, educators, and policy makers.