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Marginalized School Community Members

At the Education Collaboratory, we intentionally center the experiences of students, educators, and families that are marginalized in the school community in our collaborative research projects. Our work seeks to support conditions for learning, teaching, and thriving for all marginalized students, educators, and families.

Who are marginalized populations?

  • students, educators, and families in the school community with minoritized racial, ethnic, linguistic, gender, sexual, or disability identities and the intersections therewithin.

Our collaborative inquiries co-construct youth, educator, and family accounts of discriminatory, inequitable, or prejudicial practices, policies, and pedagogies and offers novel opportunities to improve, advance, or optimize accessible, inclusive, and safe experiences for marginalized student, educators, and families.


Innovation: SEL for All - Measuring Up RULER to Promote SEL Access and Outcomes for All Learners

Funding Source: Oak Foundation and American Educational Research Association

Team Members: Chris Cipriano, Lauren Naples, Elizabeth Kilgallon, Miranda Wood, Kaveri Sehgal, Gabbie Schlichtmann (EdTogether), Amanda Cook (EdTogether), Abigail Eveleigh

This is a collaborative initiative between the Yale Center for Emotional Intelligence and EdTogether to create a more equitable education system through social and emotional learning (SEL) by catalyzing and supporting sustained change toward the meaningful inclusion of all students. Our goal is to systematically identify specific malleable factors within the design and implementation of RULER that can be improved under the UDL framework, and articulate strategies to ensure equal opportunities to access, fully participate in, and benefit from RULER. Results will directly inform and impact RULER offerings, providing the foundation for an empirical investigation of the efficacy of RULER for students with learning differences.

Together with our educator and student partners, we are demonstrating how SEL can be improved by the integration of Universal Design for Learning (UDL) through:

  • A rigorous UDL analysis of the barriers to students with learning differences within RULER, as well as the outcomes for students with learning differences therein,
  • Applied illustrations of what RULER done well looks like for students with learning differences in general and special education classrooms, and
  • A systematic suite of UDL-SEL recommendations and practical implications for the field to promote the inclusion of, access for, and study of students with learning differences.