Comunidad, Solidaridad, Esperanza, Compasión, Y Empatía: A Hispanic Framework for Full–Range Social–Emotional Leadership in Education.

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Bibliographic Details
Title:	Comunidad, Solidaridad, Esperanza, Compasión, Y Empatía: A Hispanic Framework for Full–Range Social–Emotional Leadership in Education.
Authors:	Flores Caballero, Barbara¹
Source:	Critical Questions in Education. Fall2025, Vol. 16 Issue 3, p228-251. 24p.
Subject Terms:	Social emotional learning, Psychological resilience, Trauma-informed practice, Compulsory education, Cultural values, Community support, Transformational leadership
Geographic Terms:	Puerto Rico
Abstract:	The research literature demonstrates the value of social emotional learning (SEL) in promoting positive outcomes. For K–12 students, SEL is a key predictor of school readiness and success; it provides protective factors in managing experiences of trauma for children, youth, and adults. The integration of SEL as a part of trauma–sensitive teaching has become increasingly important for public schools, especially moving beyond the COVID–19 pandemic. Pandemic trauma impacts students, teachers, and parents, yet educators have no solid model for trauma–sensitive leadership. In the past seven years, Puerto Rico has endured the global pandemic sandwiched between two devastating hurricanes, Hurricane María (2017) and Hurricane Fiona (2022). Leaders in Puerto Rico are experts in resilience and crisis leadership. The author introduces a trauma–sensitive transformational leadership model, the Hispanic framework for transformational social–emotional leadership in education, grounded in five core cultural values of Hispanic culture: comunidad, solidaridad, esperanza, compasión, and empatía (community, solidarity, hope, compassion, and empathy). [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The research literature demonstrates the value of social emotional learning (SEL) in promoting positive outcomes. For K–12 students, SEL is a key predictor of school readiness and success; it provides protective factors in managing experiences of trauma for children, youth, and adults. The integration of SEL as a part of trauma–sensitive teaching has become increasingly important for public schools, especially moving beyond the COVID–19 pandemic. Pandemic trauma impacts students, teachers, and parents, yet educators have no solid model for trauma–sensitive leadership. In the past seven years, Puerto Rico has endured the global pandemic sandwiched between two devastating hurricanes, Hurricane María (2017) and Hurricane Fiona (2022). Leaders in Puerto Rico are experts in resilience and crisis leadership. The author introduces a trauma–sensitive transformational leadership model, the Hispanic framework for transformational social–emotional leadership in education, grounded in five core cultural values of Hispanic culture: comunidad, solidaridad, esperanza, compasión, and empatía (community, solidarity, hope, compassion, and empathy). [ABSTRACT FROM AUTHOR]
ISSN:	23273607