Giving to teachers what we ask them to give to others: Supporting adult SEL through reflective insight and healing

Abstract

This SEL in Practice article describes the content, methods, and lessons learned from three cohorts of implementation of the SELove (pronounced S-E-L love) program in the context of a university partnership with the early childhood education community in Hawai‘i. The series is a 9-month long professional development experience with two primary aims: 1) To build teachers’ social and emotional learning (SEL) skills for use in their interactions with students, and 2) To increase teacher wellness and retention by acknowledging and providing a modicum of direct relief from the crisis of low morale and high turnover that besets the teaching profession today. Key aspects of the model that were specially designed to center the adult experience and create a healing space for teachers through the lens of SEL are highlighted, such as the use of reflective insight circles, and how they helped teachers access their inner wisdom. Preliminary program evaluation information as well as the perspectives of participant authors are included, and suggest that the program has promise for building teachers’ capacity to nurture SEL skills in children and themselves, lightening their burdens, and helping them reframe their challenges in ways that renew their love of their chosen vocation.