Date of Award

Summer 2026

Language

English

Embargo Period

4-24-2026

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

First Advisor

David Miller

Committee Members

Tammy Ellis-Robinson, Stacy Williams, Andrew Petsche

Keywords

Black students, tier 1 interventions, social-emotional learning, cultural responsiveness

Subject Categories

School Psychology

Abstract

This systematic literature review examined the outcomes of culturally responsive universal Social-Emotional Learning (SEL) interventions for Black students in K-12 school settings addressing mental health, racial trauma, and racial disparities. Following the PRISMA protocol, a comprehensive search was conducted across PsycINFO, EBSCO, and five academic journals by April 2025. Results yielded 11 peer-reviewed articles with 2,246 Black participants published between 1994 and 2024. Exclusion criteria included sole focus of Tier 2 or 3 interventions, lacking Black student populations, or lacking outcomes aggregated by race. Seven SEL interventions were identified with risk of bias assessed by a secondary reviewer. Thematic analysis determined two Tier 1 SEL programs as most impactful for Black students and three separate CASEL-aligned culturally responsive programs. Cultural adaptations that promoted Black student outcomes and common Tier 1 elements were analyzed. This review highlights a significant gap in research specifically investigating the effectiveness of Tier 1 SEL programs for Black students. Findings suggest that using explicit cultural adaptations and focusing on curriculum and student support may be crucial for positive outcomes. Limitations included lack of available peer-reviewed studies, limited access to raw data, and low numbers of Black students in the sample populations of many studies. Future research is needed to prioritize Black student well-being, implement and evaluate culturally responsive SEL interventions, and disseminate findings to inform evidence-based practices in schools. School psychologists and educators can utilize these findings to adapt existing programs and promote equitable social-emotional development for Black students.

License

This work is licensed under the University at Albany Standard Author Agreement.

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