Moving from Trendy Social-Emotional Learning to Transformative Social-Emotional Learning

Linsay DeMartino, Ph.D. (she/her) is an Assistant Professor in the Division of Educational Leadership & Innovation housed within Mary Lou Fulton Teachers College at Arizona State University. Her research considers equitable advancements in educational spaces, with an emphasis on the transformative possibilities and opportunities within justice-based educational communities. Prior to her role as a scholar-practitioner, Dr. DeMartino served as a special education teacher, inclusion specialist, special education department chair, and instructional data and intervention coordinator. She was honored to be mentored as a preservice and early career teacher by a veteran Mexican-American Studies (MAS) educator in Tucson Unified School District. The opportunity to co-teach in the Social Justice Education Project (SJEP) was a life-changing experience for her. The educators, students, and families affiliated with the MAS program educated her, whereas the university schooled her. She will be forever grateful for the gifts of knowledge, activism, and fierce love. Dr. DeMartino currently resides in the shadow of Tonto National Forest with her perfectly imperfect pup, Lorca. Lisa Fetman, Ph.D. (she/her) is an independent scholar with adjunct faculty appointments at Florida Southern College (Educational Leadership) and the University of Colorado, Colorado Springs (Teaching and Learning). Dr. Fetman formerly taught K-12 Spanish in Chicago, Illinois and Tucson, Arizona, working in diverse communities and sociocultural/sociopolitical contexts. Her research encompasses the enactment of education policy within culturally diverse schools, particularly related to the effects of neoliberalism on policy creation, implementation, and disruption. As a former language teacher, she deeply cares about the education of emergent multilinguals, and hence also focuses her scholarship on the intersection of policies and practices within linguistically diverse student populations. Dr. Fetman teaches coursework in diversity and inclusion, curriculum and instruction, culturally responsive leadership, and instructional leadership. She currently resides in Chicago, Illinois with her husband, daughter, and chihuahua. She continuously commits to transforming education policies and practices in her personal and professional life in the Windy City.

"This collection is ideal for new and practicing educators. The contributing chapters take readers through the process of identifying practices for the adoption of transformative social and emotional learning that are unique to traditional school practices, Through this critical guidance, educators are taken on a journey of sociocultural and justice-based best practices that center authentic, equity-focused social and emotional learning to support the entire school community rather than a select few. This collection contributes sustainable, research-based frameworks that promote equity and justice in schools. It is a must-read for transformative-minded educators."----Dr. DeAnne J. Tucker-White, Administrator, The Elise Ford Allen Academy, Peoria Public Schools "This collection offers a timely and critical path forward for educators and leaders dedicated to aligning SEL with everyday practices that lead to equity and academic success. Drawing on my experiences as a superintendent and now as a professor working with school and district leaders, I see this book as an essential resource for PK-12 and beyond. DeMartino and Fetman skillfully bridge theory with practice, guiding educators to create learning environments that genuinely honor student wellbeing, identity, and the pursuit of social justice. A must-read for those ready to lead meaningful change in our schools."----Dr. JoEtta Gonzales, Professor, Educational Leadership, Mary Lou Fulton Institute and Graduate School of Education, Arizona State University