Self-awareness - MLs’ identities may be rooted in a collectivist culture which places more value on group interdependence rather than the individual. This sense of identity may result in MLs feeling uncomfortable or self-conscious in speaking about their strengths or using language of self-awareness., Self-Management - MLs may be unfamiliar with the dominant culture’s social norms, including self-management expectations, which may be different from social norms and self-management expectations MLs experience at home. Students’ potential disconnect between home and school expectations, as well as possible impacts from trauma, may manifest as an educator’s misinterpretation of students’ self-management skills at school. MLs may also experience conflicting messages around goals and aspirations from home and school., Social Awareness - ML students’ unique backgrounds and life experiences may position them to have significant strengths in understanding and empathizing with individuals from diverse backgrounds, as well as the capacity to navigate across cultures. MLs may need support in recognizing and developing these cross-cultural skills. MLs may also need support understanding perspectives of the dominant culture., Relationship Skills - MLs’ patterns of interaction and communication, including nonverbal communication, may be different than those of their peers and teachers. These differences can be extra challenging if students are learning English, leaving room for potential misunderstandings and misinterpretations of interactions and attempts at relationship building., Responsible Decision-making - MLs’ potential uncertainty about social norms, possible experiences with inequity and trauma, and stress of acculturation may challenge their sense of agency and impact their perception of what constitutes caring and constructive choices.,

ML Considerations to Support Equity in Social-Emotional Learning

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