


































ojs_afe_v3-1_pereira_social-just_galley


Volume 3, Issue 1 
2020 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 

 
Social Justice and Social and Emotional Learning in 
the Classroom 

 
Monica Pereira 
Danna Lomax 
Brittnee Veldman 

This paper provides a summary of the presentation given at the 11th Annual Conference for Social Justice 
in Education on April 6, 2019 at California State University, Channel Islands.1 In addition, it provides a 
rationale for teaching and integrating the Teaching Tolerance Social Justice Standards (SJS) with the 
Social and Emotional Learning (SEL) competencies outlined by the Collaborative for Academic, Social, 
and Emotional Learning (CASEL). The SEL competencies and SJS are examined and an argument is made 
for lifelong engagement with both frameworks. 

The presentation included a demonstration of how to use literature as a way to guide the process of 
examining underlying feelings and needs in order to make wise choices. The story, After the Fall by 
David Santat (2017), was read aloud, and paused, at points, just before the protagonist had to make 
choices. In this way, the story unfolded, and the conference attendees were able to discuss the feelings, 
needs, and choices of the protagonist, before the reading continued. The discussions were grounded in 
the Santat text. 

The No-Fault Zone® game (Hart & Kindle Hodson, 2009) provided a structure for examining the 
protagonist’s underlying feelings and needs and the range of choices within the story. This game asked 
participants to check in with the character, and, using evidence from the text, make claims about the 
character’s feelings and needs and then predict what action would be most beneficial for the character. 
Then the reading continued, and the protagonist’s choices were revealed. The iterative process of 
pausing the story, discussing the feelings, needs and choices available gave the attendees a glimpse of 
how this method could work in a classroom setting. It also served to reinforce or expand the 
participants’ vocabulary around feelings and needs. 

 

 
1 The presentation slides are in Appendix A. 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

There are two critical points to be made in identifying the choices available to fictional characters. First, 
feelings and needs identified by participants must be supported by evidence from the text. For example, 
if a participant says, “The character feels afraid because their need for safety is not met,” it is necessary 
for the teacher to ask something like, “What in the text makes you say that?” We are not able to truly 
put ourselves in the position of other people, even fictional ones. The danger here is in asking students 
to draw upon experiences of which they may not have knowledge. This is one of the problems with 
using simulations in the classroom. We are, however, able to identify what people are feeling by 
supporting our claims with evidence. Second, all choices have consequences that may impact others or 
society at large. If a protagonist feels angry because some need is not met, they have choices about 
what they can do to meet their needs. They could lash out at another character, but it is important to 
ask if this action will meet the need in the most beneficial and productive way. Understanding the 
impact of the choices we make to meet our needs is critical, and discussions of the consequences of 
decisions affords opportunities for growth, regardless of the age of the learner. 

What are the Social Justice Standards? 
In the presentation, the Social Justice Standards were introduced and integrated with the SEL 
competencies. The Social Justice Standards, developed by Teaching Tolerance,2 were created in order to 
help teachers engage in anti-discrimination education and aim to provide K-12 students “age-
appropriate learning outcomes divided into four domains: identity, diversity, justice and action (IDJA)” 
(Teaching Tolerance, 2016, p. 2). When engaged with the SJS domains of identity and diversity, students 
learn to acknowledge and celebrate the multiple identity groups that make up their own unique, 
developing identities, and they learn to acknowledge and be curious about people both similar and 
different from themselves. When engaging with the SJS domain of Justice, students learn to recognize 
stereotypes, unfairness, the harmful impact of injustice, and power and privilege within society. 
Students become aware of how group identities advantage or disadvantage individuals and 
communities. This awareness can shed light on the societal frameworks and institutions that privilege 
some individuals and groups over others. Ultimately, the Teaching Tolerance Social Justice Standards 
focus on prejudice reduction and collective action. 

Teaching students about such injustices is a key aspect of social justice education. With a deep 
understanding of power, privilege and injustice, students are ready to engage with the fourth domain of 
the SJS, Action. The standards in the Action domain include students expressing empathy, recognizing 
their responsibility to stand up to prejudice, to speak out against bias, to make principled decisions, and 
to take collective action against injustice. As stated in the SJS, “Collective action challenges inequality 
directly by raising consciousness and focusing on improving conditions for under-represented groups” 
(Teaching Tolerance, 2016, p. 2). 

 
2 An overview of the anchor standards and domains of the Teaching Tolerance Social Justice Standards is 
in Appendix B. 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

What is Social and Emotional Learning? 
Social and emotional learning (SEL)3 as described by the Collaborative for Academic, Social, and 
Emotional Learning (CASEL) is comprised of five competencies: self-awareness, self-management, social 
awareness, relationship skills, and responsible decision-making. These affective and interpersonal 
competencies can be cultivated and nurtured throughout a person’s lifetime. SEL encompasses: 

... the process through which all young people and adults acquire and apply the knowledge, 
skills, and attitudes to develop healthy identities, manage emotions and achieve personal and 
collective goals, feel and show empathy for others, establish and maintain supportive 
relationships, and make responsible and caring decisions. (CASEL, 2017, para. 1) 

In the G-16+ environment4 developing the SEL competencies enhances academic achievement 
(Ashdown & Bernard, 2012; Schonfeld et al., 2015), encourages student engagement (Kwon et al., 2017), 
promotes responsible decision-making (Payton et al., 2000), and fosters healthy brain development 
(Immordino-Yang et al., 2019; Jones-Schenk, 2019). In addition, the SEL competencies can be integrated 
with a social justice mindset (Cohen, 2006) such that learners are prompted to act in support of their 
communities. 

Developing a critical lens, and embracing the SJS and SEL, help foster civic-mindedness, and sustain 
democratic engagement. These tools will prove invaluable to social justice advocates of all ages. When 
young learners enter colleges, universities, and the workforce, issues will arise that require the SJS and 
SEL competencies. For example, advocating for quality and affordable childcare, struggling with food 
and housing insecurity, and retaining one’s dignity as an undocumented person, are just a few such 
challenges. Any of these pressures serve as reminders that distressing circumstances are all too real. It is 
incumbent on all of us to use the SJS and SEL in ways that are critical to changing the civic and social 
landscape. Practicing the concepts of the SJS and SEL contributes to meaningful institutional and societal 
change and more inclusive learning environments. 

Clearly, dismantling institutional and policy biases is lifelong work (Tatum, 1997; Yosso, 2006). that 
extends beyond the educational setting. Similarly, connecting with our social and emotional selves is a 
lifelong endeavor (CASEL, 2017). Therefore, the impact of both the SJS and SEL is the ongoing 
responsibility of learners at all stages of life. 

 
3 For an overview of Social and Emotional Learning as outlined by CASEL see Appendix C. 

4 The use of G-16+ reflects the understanding that learning begins from gestation through P-12, includes 
learning in college and university, and extends throughout a person’s lifetime. References to learners 
and students in this paper are understood to apply to individuals of all ages, even though the 
presentation was geared to an audience working in the K-12 setting. 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

The No-Fault Zone®: Using a Practical, Literature-Based Approach to 
Teaching SEL 
As stated earlier, SEL helps build competence in acquiring and applying the knowledge, attitudes, and 
skills necessary to understand and manage emotions, set and achieve positive goals, show empathy for 
others, establish and maintain positive relationships, and make responsible decisions. Developing SEL 
skills in interpersonal relations can also prepare learners to apply those same skills in unpacking 
assigned texts, social media, and other visual and textual artifacts. There are several methods for 
introducing SEL concepts. The presentation used a learning experience called The No-Fault Zone® game 
(Hart & Kindle Hodson, 2009). 

The No-Fault Zone® game is based on a nonviolent communication paradigm developed by Rosenberg 
(2003), to help identify feelings and needs on which decisions may be based. The assumption is that all 
feelings have underlying needs that are met or unmet. In this nonviolent communication paradigm, the 
assumption is that if a person has positive feelings then their needs have been met. Hopefully, their 
needs have been met in ways that are beneficial. Conversely, when a person experiences negative 
feelings, they have some need that has not been met. The object of the game is to think of ways in 
which one can have one’s needs met in ways that are most beneficial. 

In order to be able to identify feelings and needs, participants are given a red deck of Feeling cards, and 
a yellow deck of Needs cards. These cards are used to expand participants’ understanding of, and 
vocabulary for, Feelings and Needs that comprise human experience. For example, if a character feels 
afraid, it may be that their need for safety is unmet. One of the goals of SEL is self-awareness, and 
teaching vocabulary around feelings and needs gives students words to more fully express their 
experiences. On can learn about nuances of feelings, and the needs behind them. In the same way that 
the Feeling cards are used, the Needs cards can teach participants about why they might be feeling as 
they do. 

Unmet needs lead to choices one has to make in order to fulfil those needs. The cards are played against 
a game board that has areas of color matching the cards decks, and also two black and white corners 
that represent black and white thinking. 

The ‘game’ progresses through an exploration of how we feel in our bodies in terms of Feelings, Needs 
and Choices (F/N/C). In order to make the experience suit the numbers of people in the audience, the 
exploration of F/N/C was applied to the main character of the children’s book, After the Fall (Santat, 
2017). The audience, working in pairs, was supplied with the game board, card sets and game pieces. 
The story was read, with four pauses in the story, to have the audience discuss their observations on the 
F/N/C of the main character. 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

Teachers often make the choice to model a teaching and learning strategy with texts that are easily 
accessible so that students can then transfer their skills to texts that are more complex. In this way, 
students are focused on learning the skill, rather than on learning the skill and focusing on academic 
content. The art, science, intuition and transformational aspects of teaching come into play here. 
Teachers must use their professional judgment and intuition in choosing texts to use with The No Fault 
Zone® game (Hart & Kindle Hodson, 2009). Cultural relevancy, cognitive and developmental readiness, 
primary language, levels of proficiency, and students’ interests need to be considered when choosing a 
model text. To further connect SEL and SJS, Teaching Tolerance offers an extensive library of strong 
social justice literature and other resources for every age group. 

As a note of caution, it must be emphasized that the purpose of this game method is not to guess how a 
character feels, or oversimplify her choices. Although we can imagine an experience, that imagined 
instance can never be understood to be the same as a person’s lived experience. For example, a citizen 
might imagine what it feels like to live as an undocumented person, but can never truly experience the 
same suffering, stress and trauma of actually living as an undocumented person, with all the oppressions 
inherent in such a situation. As Drake (2008) points out, simulations can reduce vulnerabilities to mere 
intellectual exercises, and worse, can lead to retraumatizing learners who may identify with characters 
in a story. During the presentation, the objective was for the audience to read closely, and provide 
evidence from the text to support claims. Operative questions throughout the game included: 

• What makes you say that? 
• What evidence from the text do you have for that claim? 
• How do you know? 

 

Figure 1: The No-Fault Zone® game board 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

Probing for evidentiary details in the text is an essential part of this process. Personal feelings are not 
superimposed on a character, which might be the case if this were a simulation. The medium of ‘text’ 
might be extended to audiovisual artifacts, and observed words and behaviors. This process allows time 
to examine the reasoning that leads to conclusions (Ocasio & Marzano, 2015, p. 5). 

The reader paused at key points to examine feelings, needs and choices of the protagonist in ways that 
did not judge subsequent actions. This was also a significant facet of the process because judgment of 
the protagonist’s circumstances was not a part of the reasoning out of the evidence. Each pause in the 
story arc was selected to focus on the feelings of the protagonist, the needs underlying these feelings, 
and the choices available. In doing so, the audience, as player-pairs, examined the words and visuals in 
the story to find evidence for the feelings and needs of the protagonist. The audience, in learning about 
the protagonist’s experiences and dilemmas, made predictions based on evidence in the story for 
subsequent actions. Then reading continued and the protagonist’s actual choices in the story unfolded. 
In recognizing the feelings and needs of the character, audience members empathized by reflecting on 
what they might feel or need in similar circumstances, but the significant step was to look for direct 
evidence in the story. 

The process of responding to a situation with empathy is a discrete event from the claims, evidence, and 
reasoning (CER) process described above. Empathy is a key part of both SEL and the SJS. Developing 
these competencies can help learners of all ages to engage in their various communities, be aware of 
their emotions, needs and choices, manage stress, and enhance social interactions. The SJS and SEL 
components complement and support each other (Pettiway & Phillips, 2018, p. 5). As the SEL 
competencies are built, the SJS bridge a learner’s internal awareness and understanding of themselves, 
others, systems, and anti-racist action. Intellectualizing a problem can be as damaging as a solely 
emotional connection to others’ circumstances. The delicate tension between understanding another’s 
point of view must engage with one’s own self-awareness. 

The goal of integrating SEL with the SJS is action; knowing translates into behaviors and actions that 
fulfill needs. As self-awareness grows (SEL), the potential for self-management can increase (SEL), and 
knowing oneself is tantamount to knowing one’s identity (SJS). Confidence in one’s identity makes 
interacting with others less stressful. Social awareness (SEL) makes one aware that others may have 
different feelings and needs, and that there is diversity (SJS) in the range of feelings and needs to which 
one is exposed. Social awareness (SEL) also leads to acknowledgement of systems of oppression 
(patriarchy, heteronormativity, capitalism, colonialism, and white supremacy) and discussions about 
justice (SJS) in local communities, and in society at large. Communicating with others, and teamwork, 
are relationship skills (SEL), and becoming aware of stereotypes, bias, discrimination and injustice is 
inherent in the justice anchor standards (SJS). In taking action (SJS) on behalf of oneself and others in a 
responsible manner (SEL), one embodies the integration of SEL and the SJS. While this interlacing of 
standards appears simple on the surface, its execution requires a deep understanding of the SEL and SJS 
competencies and standards, the connections to curricula, one’s own social and emotional development 
as a teacher, and each learner’s capacity for growth. 

The development of SEL and the SJS is an ongoing, lifelong endeavor that can teach learners successful 
coping and negotiation skills, and inculcate an orientation towards social justice activism. Through 
readings and selected media, learners can be exposed to elements of implicit bias and can actively 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

interrogate systems that appear unjust. Opportunities can be designed across content areas for 
practicing the skills that enhance self-efficacy, promote active listening, foster critical thinking, require 
reflection, and deal with disagreement in civil and constructive ways. Such a process prepares learners 
for the relationship-oriented skills of cultural proficiency, equity work, social engagement, team-building 
and community activism. Ultimately, the goal for teaching both SEL and the SJS is its real-world 
application, and actionable outcomes. Our hope is that students, as a result of building SEL 
competencies and integrating the SJS, become more self-aware, self-managing, socially aware, and 
better able to make responsible decisions resulting in a safer, more just, democratic, and inclusive 
society. 

About the Authors 
Monica Pereira is a librarian at CSU Channel Islands and a member of Educators Doing Justice (EDJ). 

Danna Lomax is a teacher on special assignment for Ventura Unified School District, a lecturer at CSUCI, 
and a member of Educators Doing Justice (EDJ). 

Brittnee Veldman teaches chemistry at CSU Channel Islands and a member of Educators Doing Justice 
(EDJ). 

References 
Ashdown, D. M., & Bernard, M. E. (2012). Can explicit instruction in social and emotional learning skills 
benefit the social-emotional development, well-being, and academic achievement of young children? 
Early Childhood Education Journal, 39(6), 397-405. https://doi.org/https://doi.org/10.1007/s10643-011-
0481-x  

CASEL. (2017). CASEL's widely used framework identifies five core competencies. CASEL. Retrieved 
November 3 from https://casel.org/what-is-sel/ 

Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, 
participation in democracy, and well-being. Harvard Educational Review, 76(2), 201-237, 285. 
https://doi.org/https://doi.org/10.17763/haer.76.2.j44854x1524644vn  

Hart, S., & Kindle Hodson, V. (2009). The No-Fault Zone® [Ventura, CA], Kindle-Hart Communication™. 
http://thenofaultzone.com/the_no-fault_zone.html 

Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing nature: How brain 
development Is inherently social and emotional, and what this means for education. Educational 
Psychologist, 54(3), 185-204. https://doi.org/https://doi.org/10.1080/00461520.2019.1633924  

Jones-Schenk, J. (2019). Social and emotional learning: Why does it matter? The Journal of Continuing 
Education in Nursing, 50(2), 57-58. https://doi.org/https://doi.org/10.3928/00220124-20190115-03  

Kwon, K., Hanrahan, A. R., & Kupzyk, K. A. (2017). Emotional expressivity and emotion regulation: 
Relation to academic functioning among elementary school children. School Psychology Quarterly, 32(1), 
75-88. https://doi.org/https://doi.org.summit.csuci.edu/10.1037/spq0000166  



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

Ocasio, T. L., & Marzano, R. J. (2015). Examining reasoning: Classroom techniques to help students 
produce and defend claims. Learning Sciences Marzano Center.  

Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. 
(2000). Social and emotional learning: A framework for promoting mental health and reducing risk 
behavior in children and youth. Journal of School Health, 70(5), 179-185. 
https://doi.org/https://doi.org/10.1111/j.1746-1561.2000.tb06468.x  

Pettiway, A., & Phillips, H. J. (2018). The Teaching Tolerance Social Justice Standards: A professional 
development facilitator guide. Southern Poverty Law Center. 
https://www.tolerance.org/sites/default/files/2018-11/TT-Social-Justice-Standards-Facilitator-Guide-
WEB_0.pdf  

Rosenberg, M. B. (2003). Teaching children compassionately: How students and teachers can succeed 
with mutual understanding. PuddleDancer Press.  

Santat, D. (2017). After the fall: How Humpty Dumpty got back up again. Roaring Brook Press.  

Schonfeld, D. J., Adams, R. E., Fredstrom, B. K., Weissberg, R. P., Gilman, R., Voyce, C., Tomlin, R., & 
Speese-Linehan, D. (2015). Cluster-randomized trial demonstrating impact on academic achievement of 
elementary social-emotional learning. School Psychology Quarterly, 30(3), 406-420. https://doi-
org.summit.csuci.edu/10.1037/spq0000099  

Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria?: And other conversations 
about race. BasicBooks.  

Teaching Tolerance. (2016). Social Justice Standards: The Teaching Tolerance anti-bias framework. 
Southern Poverty Law Center. http://www.tolerance.org/sites/default/files/2019-06/TT-Social-Justice-
Standards-June-2019.pdf 

Yosso, T. J. (2006). Critical race counterstories along the Chicana/Chicano educational pipeline. 
Routledge.  

  



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

Appendix A 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

 

 



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

Appendix B 

 

http://www.tolerance.org/sites/default/files/2019-06/TT-Social-Justice-Standards-June-2019.pdf



Social Justice and Social and Emotional Learning in the Classroom 
Monica Pereira; Danna Lomax; Britnee Veldman 

Allies for Education 2020, 3, 1 
https://journals.library.csuci.edu/ojs/index.php/afe 
 

Appendix C 

 

http://casel.org/wp-content/uploads/2019/12/CASEL-Competencies.pdf 


