SEL vs. Domination Culture

In recent years, social-emotional learning (SEL) has emerged as a critical component of educational frameworks. Schools across the nation are integrating SEL into their curricula, driven by the understanding that emotional intelligence, self-awareness, and interpersonal skills are fundamental to student cognitive and overall success. However, the push to include SEL has exposed a significant and troubling gap: many teachers are being required to teach concepts they themselves have not been equipped to embody or practice. This disconnect is symptomatic of a larger issue—the pervasiveness of domination culture in wellness and SEL spaces.

The Problem with Domination Culture in SEL

Domination culture, characterized by control, coercion, and hierarchical dynamics, has long influenced institutional structures, including education. In the context of SEL, this culture manifests in the top-down imposition of practices and curricula without adequate consideration for the holistic well-being and preparedness of educators themselves. Teachers, already burdened with extensive responsibilities, are now tasked with facilitating students’ social and emotional growth, often without receiving the tools, training, or space to cultivate their own. One should be inspired and moved to share SEL, not forced. However, in the field of education, the forcefulness of curricula and standards are common place.

This approach is inherently flawed. Social-emotional learning cannot be effectively taught from a place of disconnection, imbalance or domination. Educators who are not given the opportunity to engage in their own inner work are left navigating these concepts without personal grounding or awareness. Without compassionate understanding of their own emotional landscapes, they risk perpetuating a superficial or performative version of SEL that lacks authenticity and depth. The key is understanding that children although in experience, can sense and feel authenticity.

The Unseen Toll on Educators

For many teachers, the mandate to teach SEL feels less like an opportunity for growth and more like an additional obligation in an already overwhelming system. This is exacerbated by the lack of meaningful support. Teachers are often expected to model emotional balance, mindfulness, and empathy without ever being guided to discover these qualities within themselves. Instead of fostering empowerment and healing, the current approach frequently leaves educators feeling inadequate, stressed, and unsupported.

The irony here is profound. How can we ask educators to guide students toward social and emotional well-being when they themselves have not been given the space or tools to explore these dimensions within their own lives? Without addressing this discrepancy, we risk reinforcing the very dynamics of domination that SEL is intended to counteract—where expectations are imposed without regard for the humanity of those tasked with meeting them.

Reimagining SEL with Compassion and Care

To create a meaningful and transformative SEL experience, we must begin by addressing the needs of educators. Teachers should not be seen as passive bodies ready to be conditioned for prepackaged curricula but as integral participants in the journey toward emotional balance and relational well-being. This requires a shift from a domination-based approach to one rooted in community care. The term CommuniCare is coined by Teach Zen Inc. It speaks to the need for creating a communal care (whole community) approach towards overall social-emotional wellbeing, especially in educational spaces.

Key Steps for Shifting to a CommuniCare approach:

1. Prioritize Teacher Well-Being: Create spaces and programs that allow educators to explore their own social and emotional landscapes. This might include mindfulness training, mental health supports, or professional development focused on self-awareness and emotional intelligence. It could also look like the formation of nature walk groups, incentives to attend local yoga classes, and investing in individuals ability to attend workshops and classes centered around wellness that they choose for themselves.

2. Keep It Authentic: Engage teachers in the development and adaptation of SEL curricula. Empowering. educators to contribute their insights and experiences fosters a sense of ownership and relevance.

3. Model Vulnerability and Growth: Encourage a culture where it is safe for teachers to admit they are still learning and growing in their own emotional journeys within their school community. This transparency can deepen trust and authenticity in the classroom. Prioritize health and wellness throughout the school and foster the benefits of a trickle down effect.

4. Recognize the Systemic Roots: Address the broader cultural and institutional factors that contribute to domination dynamics. This includes advocating for policies that reduce teacher burnout and promote equitable access to resources.

5. Invest in Long-Term Support: SEL is not a one-time training or a box to check. It requires sustained commitment to the growth and well-being of leadership staff, educators, parents, and students. The whole communities wellness has a direct impact on the sphere of influence of children and their overall mental and emotional wellbeing.

6. Acknowledge Generational Needs: Educators from different generations bring varied experiences, challenges, and strengths to the classroom. Recognizing and addressing the unique social-emotional needs of veteran teachers, mid-career educators, and new teachers can help create more tailored support systems. By understanding generational perspectives, schools can cultivate an environment that fosters collective growth and intergenerational mentorship.

   If we truly value social-emotional learning, we must dismantle the domination culture that stifles its transformative potential. This begins with recognizing the wholeness of educators and committing to their growth, not just as teachers, but as individuals on their own journey toward emotional resilience. By equipping them with meaningful tools, genuine support, and a compassionate community, we allow SEL to evolve beyond a curriculum into a lived experience. This kind of growth cannot be rushed or imposed—it must unfold naturally within environments that nurture connection, care, and authenticity. It is our goal at Teach Zen Inc to educate and provide institutions on how to avoid the use of domination culture with thoughtful and intentional teacher and student led supports. We can ensure that SEL fulfill its promise of fostering more empathetic, balanced, and interconnected communities, one school at a time.