The role of educators in school-based social and emotional learning

Abstract

Now, more than ever, schools are embracing social and emotional learning (SEL). Most SEL programs center on educators teaching children specific competencies and skills related to self-awareness, relationships, self-regulation, empathy, problem solving, and perspective taking. Professional development to support high-quality implementation generally introduces teachers to the lessons they will deliver to their students. But more recently, there has been a greater focus on professional development identified as educator SEL. The term, however, is elusive, as there is no agreed-upon definition in the field about what that educator SEL entails. In this article, we describe three domains of educator SEL: (1) delivering direct instruction on SEL to students, (2) integrating SEL principles and skills into their teaching practices, and (3) developing their own SEL competencies to support their own well-being and serve as effective role models for students. This article presents a comprehensive model of educator SEL, which includes the adult as learner, role model, infuser, and direct instructor. Drawing on the latest research, we present this model and discuss implications for policy, practice, and research.