ROLE OF CULTURALLY RELEVANT INSTRUCTION IN ENHANCING SOCIAL-EMOTIONAL LEARNING FOR MARGINALISED STUDENTS

This paper explores the intersection of culturally relevant pedagogy and social-emotional learning (SEL) to foster engagement, belonging and improved outcomes among marginalised elementary school students. Using a qualitative case study approach, this study examines how integrating culturally tailored teaching practices with SEL frameworks positively impacts emotional and social development. Data collected through classroom observations, teacher interviews, and student surveys highlight the significant role of culturally relevant SEL in addressing systemic inequities and promoting inclusive learning environments. The findings suggest that culturally aligned SEL programmes improve academic engagement and strengthen students' sense of identity and community. The recommendations focus on expanding culturally responsive teaching practices and incorporating them into SEL professional development programmers.