Collegial relationships as a vehicle for adult SEL: Educator relationships and the development of adult social and emotional competencies

Abstract

Inclusion of adult social and emotional learning (SEL) in research, practice, and policy signals a paradigm shift towards a more equitable and ecological approach to schoolwide social and emotional well-being. Educators who demonstrate strong social and emotional competencies (SECs) can co-create safe, supportive, and encouraging relationships not only for their students, but also for their colleagues as well as the whole school community. In this paper, we explore how educator relationships can facilitate the development of adult SECs amidst complex inequities and professional challenges inherent in school systems. We analyzed focus groups and interviews with educators nationwide (n = 61) using the CASEL model of SEL as a framework. We wanted to understand the role of educator relationships in adult SEC development, and how adult SECs may reciprocally reinforce educator relationships. Educators provided insights across several dimensions of SEL, demonstrating the interdependence of relationships and adult social and emotional well-being. Practical strategies and approaches for educator relationship building, organized by adult SEC categories, are also presented as a tool for practitioners. This study’s findings highlight the significance of cultivating positive educator relationships as part of Transformative SEL initiatives to ensure that all educators have what they need to promote social and emotional well-being for themselves, their students, and their school communities.