Published June 17, 2022
Kudos to Associate Professor Annahita Ball and PhD student Candra Skryzpek on the publication of their article, "Enhancing Transformative Social-Emotional Learning with Intergroup Dialogue: an Exploratory Study" in Currents: Journal of Diversity Scholarship for Social Change.
Ball, A. & Skrzypek, C. (2022). Enhancing transformative social-emotional learning through intergroup dialogue: An exploratory study. Currents: Journal of Diversity Scholarship for Social Change, 2(1), 6-11.
Approximately one in six youths have a mental health diagnosis (Whitney & Peterson, 2019), and many more experience high levels of stress, anxiety, depression, and loneliness (Ghandour et al., 2019; Mojtabai et al., 2016; Twenge et al., 2019). In addition to normative stressors of adolescence, marginalized youth (i.e., racialized youth, youth with disabilities, youth who identify as LGBTQ+, and/or youth with low incomes) experience prejudice, discrimination, and multiple levels of oppression. Instances of bias and hate in schools, including racism, anti-LGBTQ+, antiimmigrant sentiment, antisemitism, and antimuslim incidents, are increasing (Southern Poverty Law Center, 2019). As such, schools are an appropriate target for youth mental health and well-being interventions.