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Supporting Social and Emotional Learning (SEL): Teachers’ Matter

Kimberly A. Schonert-Reichl, Ph.D.University of British Columbia

Learning Forward and DLCMay 17, 2012

In referring to important characteristics in school culture . . . “among the most salient are the quality of relationships among students, the

quality of students relationships to teachers and their relationship with the school.” (Higgins-

D’Alessandro & Sadh, 1997, p. 556)

School & Community Context; District, State & Federal Policy

Healthy Relationships

Effective Classroom

Management

Instructional Support

Effective SEL Implementation

Academic, Achievement,

Behavioral, and Emotional Health

CASEL Five Core Domains of S-E Competence

Self-Awareness

Responsible Decision- Making

Self-Management

Social Awareness Relationship Skills

Soci

al a

nd E

moti

onal

Com

pete

ncie

s

Clas

sroo

m C

onte

xt: C

limat

e an

d In

tera

ction

sTeacher Social and Emotional Competence & Pedagogical Skills

CASEL Heuristic Framework

The Prosocial Classroom: A Model of Teacher Social and Emotional Competence and

Classroom and Child Outcomes

Healthy Teacher/Stud

ent Relationships

Healthy Classroom

Climate

Effective SEL implementati

on

Teachers’ Social &

Emotional Skills & Well

Being

StudentSocial,

emotional & academic outcomes

Effective classroom

management skills

School/Community Context Factors

Jennings & Greenberg, 2009

The Burnout Cascade

50% leave within first 5 years of teaching (NEA, 2006)

Depression and stressdisorders at work account for more than 30% of all disability

recorded at major Canadian corporations (2002)

• Evidence supports the need for specialized professional development that promotes teachers’ social and emotional competence (SEC) and well-being to improve teachers’ emotional resilience and prevent emotional stress, thus reducing burnout and attrition and improving teachers’ capacity to provide well organized and instructionally and emotionally supportive classrooms, especially in high risk settings (Jennings & Greenberg, 2009).

• Enhance regulatory processes that buffer against psychological distress

• Promote flexibility and self-reflection

• Overcome the tendency to make automatic, reactive appraisals of student behavior that contribute to emotional exhaustion

• Improve SEL program implementation quality

Supporting Teachers

SMART Only: Positive Effects on Teaching

• Made me more compassionate and kinder to little kids.

• More encouraging [to students]; before wasn’t aware of present moment.

• Try to think and realize what I need to do and pick one goal and accomplish that in the classroom.

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SMART Only

• I have noticed if I’m calm, my students are also calm. If students are really hyper, I just ask them to take 5 deep breaths.

• Students tend to be a lot calmer.• Before I was more stressed; now, I deal with it

and slow down; it impacts how the kids respond.

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• Cultivating• Awareness• Resilience• Education

CARE for Teachers• 30 Contact Hours over 4 weeks + booster• Emotion awareness

– Didactic lessons on nature of emotion– Emotions in relation to teaching & learning– Experiential exercises to promote emotional awareness

• Mindfulness Practice• Empathy & Compassion for self and other

– Caring practice– Mindful listening exercises

• Applications of these to teaching through discussion and role plays

Pre Post6.3

6.4

6.5

6.6

6.7

6.8

6.9

7

7.1

7.2

7.3

Sense of Self-Efficacy

Treatment

Control

Pre Post3.25

3.3

3.35

3.4

3.45

3.5

3.55

3.6

3.65

General Hurry

Treatment

Control

Pre Post4.35

4.4

4.45

4.5

4.55

4.6

4.65

4.7

4.75

4.8

4.85

Personal Accomplishment

Treatment

Control

Pre Post0

5

10

15

20

25

Daily Physical Symptoms

Treatment

Control

Self-Regulation/De-centering

“I’m much more calm. Even when I’m at home, drinking coffee, my mind’s not racing in a thousand different places, I’m just liking my coffee. I’ve learned how to just take things for what they are and not keep everything on my shoulders all the time. And because I’m not doing that anymore, that allows me to treat my kids better and address their needs better and try and teach them to be that way through my example.”

Teacher Education Programs at UBC

Teacher Education Programs at UBCProgram Options

UBC Teacher Ed. Program

Elementary Cohort Options for 12-Month Program

Arts-Based

Community of Inquiry in Teacher Education (CITE)

French Specialist

French Language and Global Studies (FLAGS) Generalist

Generalist

Generalist - Intermediate

KG and Primary

Problem-Based Learning (PBL)

Social and Emotional Learning (SEL)

Teaching English Language Learners (TELL) – July Start

Self-Regulated Learning (SRL)

Teaching from the Heart – July Start

Teacher Education Programs at UBCElementary Cohort Options (Cont’d)

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Fostering Resilience in Students: The Mindset of Teachers

“The assumptions educators possess about themselves, their role as teachers, and their students’ capabilities play a significant role in determining expectations, teaching practices, and ultimately student happiness and success.” (p. 1)

48Brook s& Goldstein (2008). Canadian Journal of School Psychology

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Fostering Resilience in Students: The Mindset of Teachers (Cont’d)

The Mindset of Effective Educators

49

Brook s& Goldstein (2008). Canadian Journal of School Psychology

Looking Ahead

Implications for Practice

Future Directions