Empowering Teachers through SEL

Spurred by research showing the gains students realize from school-based social and emotional learning (SEL), states are pursuing supportive policies for districts that are implementing, sustaining, and spreading it. But unless they also address the SEL needs of teachers—especially those experiencing stress, poor working conditions, and classes with many historically under-served students—long-term, systemwide gains for students are less likely. To meet this challenge, California, Illinois, Massachusetts, and Washington are harnessing the school leaders’ role in supporting and empowering teachers through “adult SEL” in their schools. 

This paper surveys SEL for teachers as practiced in those four states, and recommends "Empowering  Teachers through SEL' everywhere..