Research-Informed & Evidence-based

Research-informed & Evidence-based: Social Emotional Lotería - Self-Awareness 

The Social Emotional Lotería - Self Awareness kit is rooted in evidence-based practices.  The Social Emotional Lotería - Self Awareness kit is designed as a culturally relevant, interactive tool that aligns with and research-informed frameworks, particularly leveraging Universal Design for Learning (UDL) and photo elicitation to enhance students' engagement with social-emotional learning (SEL). Universal Design for Learning (UDL) and photo elicitation are key components of its effectiveness, supporting diverse learners in developing self-awareness, emotional intelligence, and self-regulation skills.

Social-emotional learning (SEL) is an integral part of education and human development. SEL is 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, 2020). The framework is aligned with the CASEL model, supporting the development of self-awareness, which is a fundamental SEL competency​. 

Research-Informed and Evidence-Based Practices:

The CASEL Framework (2020) provides the guiding structure for the Social Emotional Lotería curriculum, particularly focusing on self-awareness—the ability to understand one’s emotions, thoughts, and values and how they influence behavior across contexts ​(Aguilar & Bridges, 2022; NYSED, 2022). According to a 2017 meta-analysis by CASEL, students exposed to SEL programs that address core competencies like self-awareness show significant academic improvement, with gains of up to 13 percentile points over non-SEL peers ​(Taylor et al., 2017).

Self-awareness, as outlined in CASEL’s framework, includes the capacity to recognize one’s strengths, limitations, and emotions with a well-grounded sense of confidence and purpose ​(CASEL, 2020). This is developed through activities such as the “Emotion Wheel” and various metaphor-based and visual imagery exercises that allow students to explore their emotions and behaviors in a structured, reflective way. The research-informed framework is further supported by the use of culturally relevant materials that engage students by connecting personal experiences to SEL concepts.​

A study published in the Review of Educational Research highlights the importance of culturally responsive teaching in SEL, particularly in marginalized communities, showing that SEL programs are most effective when they reflect the cultural and linguistic backgrounds of the students they serve ​(McCallops, 2019). This supports Social Emotional Lotería’s approach, which integrates traditional Mexican games like Lotería to promote emotional learning, thereby creating a relatable and meaningful context for learners​.

UDL and Photo Elicitation 

Universal Design for Learning (UDL) as a Foundational Instructional Strategy:

Universal Design for Learning (UDL) plays a critical role in ensuring that the Social Emotional Lotería - Self-Awareness kit is accessible to a diverse range of learners, including those who are neurodivergent or have different learning preferences​. UDL promotes multiple means of representation, engagement, and expression, offering flexibility in how students access information and demonstrate their learning ​(Aguilar & Bridges, 2022).

Social Emotional Lotería employs UDL principles by incorporating visual stimuli through the Lotería cards, which represent SEL concepts in ways that appeal to visual learners. For example, metaphors such as "La Vela (The Candle)" symbolize inner light and emotions, allowing students to visually and cognitively engage with abstract ideas like emotional regulation​. The cards foster participation and inclusivity, ensuring that students who may struggle with verbal expression or traditional methods of learning can still actively participate in self-awareness exercises ​(Aguilar & Bridges, 2022)​.

A 2019 study in Frontiers in Psychology emphasizes the effectiveness of UDL in SEL programs, noting that providing multiple pathways to understanding and expression significantly improves SEL outcomes in students with diverse needs ​(Schwab et al., 2019). This aligns with the goals of Social Emotional Lotería, which uses UDL strategies to make self-awareness concepts accessible and engaging for all students​.

Photo Elicitation as an Instructional Tool

Photo elicitation—the use of images to prompt discussion and reflection—enhances students’ emotional engagement, enhances visual literacy and critical thinking in Social Emotional Lotería. Visual images, such as those on the Lotería cards, make complex emotional and behavioral concepts more tangible for younger learners (Choon, 2019). The use of metaphors, such as "El Río (The River)" to represent the flow of emotions, allows students to connect visual elements to their own emotional experiences (Heinbuch, 2024)

Research published in Educational Psychology Review highlights how photo elicitation techniques can increase emotional awareness and empathy by encouraging students to interpret images in relation to their own lives ​(Loeffler, 2004). This method not only promotes emotional regulation but also enhances perspective-taking, an essential skill for developing empathy and self-awareness ​(Aguilar & Bridges).​

Photo elicitation, when combined with UDL, provides a powerful, inclusive approach that caters to students with different learning styles. It allows students to use both visual and verbal modes of communication, thereby broadening the ways in which they can engage with SEL concepts and express their understanding​ (Harper, 2002; Choon, 2019; NYSED, 2022). This combination creates a dynamic, participatory learning environment that supports deep emotional exploration and personal growth.

Practical Implementation and Integration:

The integration of CASEL-aligned strategies and UDL ensures that the activities within Social Emotional Lotería are not only research-based but also applicable to various classroom settings. Each weekly theme, such as recognizing emotions, identifying strengths, or connecting values to behavior, is designed to cater to different learning modalities, helping students of varying abilities participate meaningfully ​(Heinbuch, 2024).

Furthermore, photo elicitation enhances reflective discussions during the community circle sessions. In these sessions, students use the images and metaphors from the Lotería cards to share personal experiences, fostering critical thinking, empathy, and emotional self-regulation ​(Heinbuch, 2024). For example, when discussing "El Río (The River)," students reflect on how emotions can flow smoothly or become turbulent, thereby learning emotional regulation strategies in a culturally relevant context.

Support from Attached Documents:

1. Learning Outcomes Document: The Learning Outcomes of the Social Emotional Lotería curriculum are deeply aligned with the CASEL framework. Weekly outcomes, such as recognizing emotions and identifying strengths, are supported by UDL and photo elicitation strategies. Activities like the "Emotion Wheel" and metaphors (e.g., "The Tree" for growth and identity) are designed to foster self-awareness by engaging students through multiple means of representation and expression​. The outcomes also reflect evidence-based practices for fostering emotional regulation and self-efficacy, which are critical components of SEL development.
2. Facilitator Instructional Guide: The Facilitator Instructional Guide integrates both UDL and photo elicitation, offering step-by-step instructions for guiding discussions based on the Lotería cards​.  The guide emphasizes culturally responsive teaching methods, supporting students in drawing connections between their own experiences and SEL themes. Each Lotería card functions as a visual and metaphorical prompt for deeper emotional reflection, ensuring that all students, regardless of learning style, can access and engage with the material​. The guide's use of community circles also reflects research that supports the importance of collaborative learning environments in SEL development​ (NYSED, 2022).
3. Lesson Plans Document: The Lesson Plans document demonstrates the intentional use of UDL and photo elicitation to enhance self-awareness instruction​. Each lesson includes activities that cater to different learning modalities, such as visual learners (through Lotería cards) and reflective learners (through metaphor-based discussions). The curriculum also encourages critical thinking and emotional regulation through guided activities like "The River" metaphor, which helps students process and articulate their emotions​. This approach is supported by research showing that combining visual and cognitive strategies improves emotional intelligence and self-awareness​..

Conclusion:

Social Emotional Lotería - Self Awareness is a thoughtfully designed curriculum that integrates UDL and photo elicitation to support the development of self-awareness in diverse learners. Grounded in CASEL’s framework, it employs evidence-based practices that are culturally relevant and inclusive. By using metaphors and visual imagery, students are encouraged to explore their emotions, recognize their strengths, and develop emotional regulation strategies. This research-informed approach is supported by peer-reviewed studies, making it an effective tool for fostering social and emotional growth in educational settings​.

Crosswalk: Social Emotional Lotería - Self-Awareness and California SEL Guiding Principles

The following crosswalk illustrates how Social Emotional Lotería - Self-Awareness aligns with California’s Social and Emotional Learning Guiding Principles as outlined in the SEL Guiding Principles Workbook​ (2018).

Guiding Principle	Social Emotional Lotería - Self-Awareness Activities	Alignment and Indicator
Adopt Whole Child Development	The Tree - El Árbol (Growth Metaphor)	The activity emphasizes holistic development by connecting students’ self-awareness to personal growth, promoting SEL as a core educational objective. This supports student self-discovery and reflection, critical for developing self-awareness and self-regulation skills.  1C: Social and emotional skills development: Students develop SEL skills through ongoing opportunities for practice and reflection.
Commit to Equity	The Mirror - El Espejo (Reflection and Identity Activity)	Students are encouraged to reflect on their own identities and recognize the strengths they bring, which is crucial for promoting equity. This aligns with the goal of creating inclusive, culturally responsive activities that honor diverse backgrounds​. 2A: Address the opportunity gap: Ensures that all students, regardless of background, can develop SEL skills and self-awareness.
Build Capacity	The River - El Río (Emotion Management)	This activity helps students navigate emotions in a flowing metaphor, building their capacity for emotional regulation, empathy, and relationship skills—key SEL competencies supported by research​. 3B: Student and adult competencies: Supports the development of emotional regulation and relationship skills as part of SEL competencies.
Partner with Families and Community	Community Circle Discussions (Photo Elicitation)	Encourages family involvement and community perspectives in learning by incorporating imagery and discussion prompts that reflect diverse cultural experiences, supporting the principle of involving families in student learning​. 4A: Family engagement: Promotes meaningful family involvement in SEL by integrating family experiences and perspectives into learning activities.
Learn and Improve (Continuous Improvement)	Weekly Reflection Prompts (Goal Setting and Progress Monitoring)	Students are invited to set and reflect on goals for self-awareness, supporting the principle of continuous improvement by encouraging iterative reflection and growth, as well as measuring progress in personal development. 5A: Implementation plans and progress monitoring: Encourages iterative reflection, goal setting, and monitoring personal development in SEL.

Scope and Sequence: Social Emotional Lotería - Self-Awareness and SEL Resources Guide

This table demonstrates how Social Emotional Lotería - Self-Awareness aligns with the principles found in the Social and Emotional Learning in California: A Guide to Resources (2018).

SEL Resource Guide Principle	Social Emotional Lotería - Self-Awareness Activities	Alignment
Whole Child Approach (ASCD Framework)	Emotion Wheel Activity	Students identify emotions and connect them to behaviors, promoting a whole-child approach by integrating emotional, social, and cognitive dimensions of learning​.
Positive Discipline (Restorative Practices)	The Lighthouse - El Faro (Guiding Values)	Promotes student-centered reflection on guiding values, helping to develop positive behavior and self-regulation through restorative practices rather than punitive discipline. This aligns with restorative discipline principles that promote SEL and conflict resolution.
Trauma- Informed Practices (NCTSN)	The Mountain - La Montaña (Resilience Metaphor)	By using resilience-based metaphors such as climbing a mountain, this activity aligns with trauma-informed practices, supporting students’ emotional recovery and growth by connecting experiences to overcoming challenges​.
Family Engagement (CASEL)	The Bridge - El Puente (Connecting with Family and Community)	Engages families in SEL discussions and activities, reinforcing the principle of family and community partnership in social and emotional development. Activities involve cultural and familial references, which help students connect learning with their family background​.
Evidence-Based Practices (CASEL Framework)	Weekly Reflection and Goal Setting	Promotes evidence-based SEL practices by encouraging self-reflection and goal-setting, grounded in CASEL’s five core competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making).

Alignment with California’s SEL Framework

Each of these Social Emotional Lotería activities aligns with the indicators outlined in California’s SEL guiding principles, ensuring that self-awareness, emotional regulation, inclusivity, and family involvement are central to the SEL learning experience​ (CDE, 2018).

These indicators align with evidence-based research suggesting that SEL interventions positively impact students’ academic and emotional well-being when implemented using inclusive, reflective, and community-based approaches (CDE, 2018).

 

Research-Informed Context

Social Emotional Lotería - Self-Awareness aligns with research-backed SEL practices in several ways:

1. Whole Child Development: Research highlights the importance of integrating SEL into academic and behavioral learning to promote overall student well-being. Studies show that comprehensive SEL approaches, such as those found in Social Emotional Lotería, improve academic performance and emotional regulation, leading to better long-term outcomes​ (CDE, 2018).
2. Trauma-Informed Approaches: According to research by the National Child Traumatic Stress Network (NCTSN), trauma-informed practices promote emotional resilience by creating safe and supportive learning environments. The Lotería’s use of metaphors such as The Mountain directly supports this by helping students process emotional challenges through relatable activities ​(CDE, 2018).
3. Culturally Responsive Practices: The inclusion of culturally relevant metaphors and imagery in Social Emotional Lotería supports equity by ensuring that students' backgrounds and experiences are reflected in their learning process. This aligns with CASEL’s recommendations for equity-centered SEL, promoting inclusivity in SEL instruction ​(CDE, 2018).
4. Continuous Improvement: The iterative process of reflection and goal-setting found in Social Emotional Lotería aligns with research on continuous improvement in SEL programs. Studies suggest that regular reflection and tracking of social-emotional skills enhances student growth and the effectiveness of SEL interventions​ (CDE, 2018).

These principles collectively ensure that Social Emotional Lotería supports research-backed, equitable, and culturally responsive SEL practices, promoting both emotional intelligence and academic success.

These crosswalk and scope and sequence tables highlight how Social Emotional Lotería - Self-Awareness meets both the NYS SEL Benchmarks. The activities in the Lotería kit are directly tied to key SEL skills such as emotional recognition, self-efficacy, goal setting, and empathy, aligning with evidence-based practices and research-backed frameworks ​(NYSED, 2022)​

Crosswalk: Social Emotional Lotería - Self-Awareness and NYS SEL Benchmarks

This crosswalk maps how Social Emotional Lotería - Self-Awareness aligns with the New York State SEL Benchmarks (2022)​.

NYS SEL Benchmarks (2022)	Social Emotional Lotería - Self-Awareness Activities	Alignment
Goal 1: Self-Awareness 1A. Identify and understand their emotions and how emotions relate to their actions.	Emotion Wheel Activity Students fill out the emotion wheel and connect their feelings to real-life experiences.	Helps students recognize emotions and link them to their actions, aligning with Benchmark 1A.
1B. Discover and reflect on aspects of personal and group identity.	The Tree - El Árbol (Roots and Growth in Personal Identity) Students explore their identity through metaphors related to personal growth.	Promotes self-reflection and identity exploration, aligning with Benchmark 1B.
1C. Demonstrate skills related to setting and working toward personal and academic goals.	The Seed - La Semilla (Potential and New Beginnings) Students discuss their potential and set personal growth goals.	Encourages goal setting and personal growth, aligning with Benchmark 1C.

 

Here is the most up-to-date information on SEL standards across different states as of 2024:

1. California: California has integrated SEL into its curriculum standards. The California Department of Education supports SEL through its educational initiatives, ensuring that SEL is woven into classroom experiences from K-12. 
2. Illinois: Illinois was an early adopter of SEL standards, establishing comprehensive SEL standards in 2003 through the Children’s Mental Health Act. The Illinois State Board of Education (ISBE) continues to provide specific goals and performance benchmarks for students at each grade level. 
3. New York: New York's SEL benchmarks, revised in 2022, align with the state’s diversity, equity, and inclusion frameworks. The New York State Education Department supports SEL across all grades, with an emphasis on culturally responsive and sustaining practices. 
4. Washington: Washington State’s SEL standards include benchmarks from K-12, focused on CASEL’s five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The state also emphasizes equity and culturally responsive teaching. 
5. Oregon: Oregon recently adopted its Transformative Social and Emotional Learning (TSEL) Framework in 2023. This framework emphasizes SEL as part of a broader equity agenda and is mandatory for K-12 implementation by July 2024.

These standards reflect an increasing emphasis on aligning SEL with equity, culturally responsive practices, and mental health initiatives across states, ensuring that students' social and emotional development is a key part of their educational journey. For a more comprehensive list and details by state, visit the SEL Center or Positive Action.

References

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California Department of Education. (2018). California's Social and Emotional Learning Guiding Principles. Retrieved from https://www.cde.ca.gov/eo/in/socialemotionallearning.asp

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CASEL (2020). Collaborative for Academic, Social, and Emotional Learning: What is SEL? Retrieved from https://casel.org/

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Heinbuch, A. (2024). Social Emotional Lotería: Self-Awareness Curriculum. NeuroNurture Apoyo Educativo, LLC. 

Loeffler, T. A. (2004). A Photo Elicitation Study of the Meanings of Outdoor Adventure Experiences. Journal of Leisure Research, 36(4), 536-556. 

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