Transformative Social–Emotional Learning and Intergroup Dialogue: A Mixed-Methods Investigation of a School-Based Intervention.

This article focuses on a study examining the outcomes of a school-based transformative social–emotional learning (SEL) program using intergroup dialogue (IGD) with adolescents. Transformative SEL expands traditional SEL by emphasizing social justice, collective action, and equity-elaborated competencies such as racial identity awareness. The mixed-methods study involving high school students found significant increases in youth’s intergroup empathy, social identity awareness, openness to multiple perspectives, and interest in bridging differences following the intervention. Qualitative findings highlighted variations in experiences across racial groups and underscored the potential of IGD as a modality to enhance transformative SEL outcomes. The study suggests that school social workers are well positioned to implement such programs and calls for further research on differential effects across diverse youth populations.