The purpose of the study is to explore the relationship between a teacher's teaching methods and the social and emotional learning (SEL) of elementary classroom students during discussions about race. This is an urgent need in the U.S. as the silence about race has caused harm in various ways. By exploring ways of creating an environment in the classroom where students can discuss race-related topics comfortably, the study aims to help teachers understand how their pedagogy could affect the SEL of students. Conversations about race can often be controversial, and it is essential to recognize that these discussions are vital in our daily lives. However, discussions about race can be challenging, especially in classrooms. The results of this study highlight the importance of teachers comprehensively understanding culturally relevant pedagogy (CRP) to host effective conversations about race. Teachers must recognize that students' perceptions and experiences of racial dynamics profoundly impact their learning and emotional well-being. Additionally, the results indicate that teachers must strive to be culturally relevant in their teaching practices to support a student's SEL needs, especially concerning controversial racial topics. This requires a reassessment of teacher training and professional development programs that urge educators to acknowledge their biases and continue refining their abilities and practices to foster a more inclusive classroom environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]