Pre-service teachers’ perceptions of state legislation related to SEL, gender and sexuality, race and racism, and firearms at school: A source of stress and concern about student well-being

Abstract

Despite the rise of education-related legislation, research on teachers’ perceptions of this legislation is notably absent. Of focus in this study were four timely legislative topics which have recently received much attention: legislation restricting the teaching of social and emotional learning (SEL), gender and sexuality, race and racism, and allowing educators carrying firearms at school. In reference to these legislative topics, this study assessed pre-service teachers’ support of the legislation, extent to which the legislation was impacting their occupational health, and perceptions of the consequences of the legislation on their students’ well-being. Results from a sample of 92 pre-service teachers indicated varying support for this legislation, but also that the legislation was a source of stress, and that students would be negatively impacted by these policies. Teachers’ support for the legislation and perceptions of impacts on students were correlated with teachers’ political affiliation. Across legislative topics, however, teachers were most united in their support for SEL. Implications for policy and practice are discussed.