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Emotional Learning [CASEL], 2022) and is therefore intrinsically connected to well-
being. CASEL (2022), a pioneer in the study and advocacy of SEL, identifies five
SEL dimensions: self-awareness, self-management, social awareness, relationship
skills, and responsible decision-making. Although research on teachers’ social and
emotional development has historically been scarce, a growing body of literature
suggests that teacher SEL has profound consequences for teacher well-being (Chen,
2021).
Attention to teachers’ social and emotional development can help to mitigate
the stressors associated with students’ increased academic, behavioral, and SEL Dr. Laura Isbell, a
needs. Teachers’ social and emotional competency is related to the quality of the member of Beta Lambda
Chapter in Texas State
classroom environment and teacher-student relationships (Jennings & Greenberg, Organization, is the
2009; Jones et al., 2013). When teachers display more positive emotions in their Program Director for Collin
classrooms, student engagement, motivation, behavior, well-being, and learning County Partnerships. In
improve (Brackett et al., 2016; Chen, 2021; Makhwathana et al., 2017). Scholars this role, she strives to
argue that teachers’ social and emotional development and competence are vital strengthen partnerships
to students’ SEL (Jones et al., 2013; Schonert-Reichl, 2017). Teachers who have with Collin College as well
as bridge relationships
trouble regulating their own emotional and stress responses, for example, may find with districts, community
it difficult to model emotional regulation to their students (Jones et al., 2013). When members, and
teachers’ emotional development is supported, they are better positioned to foster a stakeholders within
happier and calmer learning environment, simultaneously boosting students’ well- Collin County. She still
being and reducing teacher-reported job challenges, such as students’ SEL concerns maintains her associate
and disciplinary issues (Charles Butt Foundation, 2021). professor’s responsibilities
within the Department of
Teachers’ emotional well-being informs their professional identity and Curriculum & Instruction
commitment as well as job satisfaction and burnout (Chen, 2021; Schonert- at Texas A&M Commerce.
Reichl, 2017). In turn, teacher stress and burnout contribute to teacher turnover She serves as president
and shortages, particularly when teachers lack sufficient stress-management skills for the Consortium of
(Darling-Hammond & DePaoli, 2020). Although the evidence is clear that teachers’ State Organizations for
social and emotional health has benefits for students, teachers, and the stability of the Texas Teacher Education
(CSSOTTE) and is also a
labor market, research indicates that teacher SEL is not adequately and consistently member of Southwest
supported across the teacher life cycle. Following a comprehensive review of states’ Educational Research
teacher-certification criteria and teacher-preparation-program curriculum in the Association (SERA).
United States, Schonert-Reichl et al. (2017) found that, while most states included
some teacher SEL competencies in their certification requirements, dimensions Laura.Isbell@tamuc.edu
related to self-management and self-awareness were largely overlooked. Likewise,
the authors reported that teacher-preparation programs rarely teach students how to
regulate their emotions and manage stress. Their systematic review revealed that
few teacher-education programs offered at least one course addressing CASEL’s
five SEL dimensions, especially in regard to developing relationship skills (13%),
responsible decision-making (7%), self-management (6%), social awareness (2%),
and self-awareness (1%).
In the absence of an updated replication study that assesses whether and to what
extent teacher-education programs have revised their curricula to better address
teachers’ SEL development, particularly in light of the pandemic, recent scholarship
suggests there is still a critical need to focus on teacher well-being in teacher
preparation (Henrikson et al., 2022; Katz et al., 2020; Schonert-Reichl, 2019).
Arguably, novice teachers have long entered K–12 school cultures that prioritize
standardized testing and teacher accountability rather than emotional intelligence for
students and teachers alike (Brackett & Simmons, 2015). However, the pandemic
has raised new concerns about students’ social and emotional needs (Robinson et

Educators’ Choice 21