Whose Emotions Matter? Student Disability and Race Representation in USB SEL by the Numbers

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To support the generalizability of USB SEL interventions at the intersection of student disability
and race, we conducted a systematic review to update the current state of evidence available
for elementary school USB SEL interventions and their intersectional identities within. We are
working to finalize and publish our paper, but in the interest of fueling data-driven decision
making in real time, here’s a first look at the results.