Abstract

This qualitative study examines how socio-emotional learning (SEL) competencies shape reading engagement among low-income minority adolescents in an urban middle school. Guided by the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework and culturally responsive pedagogy, the study conceptualizes socio-emotional learning (SEL) competencies including relationship skills, self-management, responsible decision-making, and social awareness as practices enacted within everyday literacy activities rather than as fixed traits. Data were collected through 300 hours of classroom observations, semi-structured interviews, focus groups, student journals, and classroom artifacts to ensure triangulation. Findings indicate that reading engagement is strengthened when relational teacher support, peer collaboration, and culturally meaningful texts intersect. Students described relational encouragement and peer accountability as central motivators, while challenges such as fragile self-regulation and competing home responsibilities continued to limit sustained engagement. The study demonstrates that socio-emotional learning (SEL) and literacy engagement are interdependent processes shaped by classroom relationships and cultural context. Implications are offered for classroom instruction, teacher preparation, and curriculum design, highlighting the importance of integrating socio-emotional learning (SEL) practices with culturally responsive literacy instruction to promote equitable adolescent reading engagement.

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