{"id":81250,"date":"2025-05-22T10:00:00","date_gmt":"2025-05-22T15:00:00","guid":{"rendered":"https:\/\/casel.org\/?post_type=blogposts&#038;p=81250"},"modified":"2025-09-15T16:09:53","modified_gmt":"2025-09-15T21:09:53","slug":"5-powerful-new-studies-on-teacher-well-being-from-the-sel-journal","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/5-powerful-new-studies-on-teacher-well-being-from-the-sel-journal\/","title":{"rendered":"May 2025: 5 Powerful New Studies on Teacher Well-Being From the SEL Journal"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"key-points\"><strong>Key Points<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Selected by the managing editor of <a href=\"https:\/\/www.sciencedirect.com\/journal\/social-and-emotional-learning-research-practice-and-policy\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Social and Emotional Learning: Research, Practice, and Policy <\/em><\/a>(otherwise known as the <em>SEL Journal<\/em>), these five must-read articles explore how SEL can support teacher well-being\u2014through culturally grounded programs, adult SEL in teacher preparation, emotional mindsets, and more.<\/li>\n\n\n\n<li>Together, these studies highlight ten cross-cutting insights, from the importance of adult social- emotional competence and culturally grounded design to the power of policy support and collective care. Read on to explore what they reveal about building stronger, more sustainable support for teacher well-being through SEL.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"article-1-reimagining-mindfulness-training-to-deepen-k-12-teachers-social-emotional-and-cultural-competencies\"><strong>Article 1: Reimagining mindfulness training to deepen K\u201312 teachers\u2019 social, emotional, and cultural competencies<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>What if mindfulness wasn\u2019t just about \u201cself-care\u201d but about building a caring school community? The authors urge a shift in how we approach mindfulness for educators\u2014from an individual coping tool to a collective practice that supports teacher agency, cultural responsiveness, and systems change.<\/p>\n\n\n\n<p>They highlight three key shifts to reframe mindfulness for teachers:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Reframe the problem:<\/strong> Recognize that burnout isn\u2019t just a personal issue. Acknowledge the systemic and relational factors causing it.<\/li>\n\n\n\n<li><strong>Reframe the curriculum:<\/strong> Focus less on individual stress relief techniques and more on building community, addressing inequity, and supporting teacher well-being.<\/li>\n\n\n\n<li><strong>Reframe the evaluation:<\/strong> Measure outcomes like teacher agency, sense of belonging, and collective care, not only personal well-being.<\/li>\n<\/ul>\n\n\n\n<p><strong>Romano, L. E., Colaianne, B. A., &amp; Baelen, R. N. (2025). <\/strong><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2773233925000166?via%3Dihub\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Reimagining mindfulness training to deepen K\u201312 teachers\u2019 social, emotional, and cultural competencies<\/strong><\/a><strong>.\u202f<em>Social and Emotional Learning: Research, Practice, and Policy, 5<\/em>, 100092.\u202f<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"article-2-social-and-emotional-learning-enhancing-teacher-well-being-and-professional-development-in-taiwan-a-preliminary-study-of-the-best-me-program\"><strong>Article 2: Social and emotional learning enhancing teacher well-being and professional development in Taiwan: A preliminary study of the BEST ME program<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>In Taiwan, as in many countries, teachers are facing rising stress and shifting expectations. BEST ME, a six-week hybrid program for educators, offers a promising SEL-based approach to support their well-being. The program improved teachers\u2019 emotional well-being, reduced stress and anxiety, and increased self-compassion. Teachers also reported stronger social connections and more authentic emotional expression in their roles.<\/p>\n\n\n\n<p>Key features of program design included:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Flexible delivery<\/strong>: Hybrid sessions reached teachers across regions and schedules.<\/li>\n\n\n\n<li><strong>Cultural grounding<\/strong>: SEL content incorporated Confucian values and reflected local norms around emotional regulation and self-care.<\/li>\n\n\n\n<li><strong>Scalable structure<\/strong>: A train-the-trainer model enabled sustainable implementation while deepening SEL buy-in and facilitation skills.<\/li>\n<\/ul>\n\n\n\n<p><strong>Wu, M. Y.-H., Chen, H.-C., &amp; Chen, P. (2025). <\/strong><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2773233925000221?via%3Dihub\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Social and emotional learning enhancing teacher well-being and professional development in Taiwan: A preliminary study of the BEST ME program<\/strong><\/a><strong>.\u202f<em>Social and Emotional Learning: Research, Practice, and Policy, 5<\/em>, 100098.\u202f<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"article-3-emotional-schemas-in-relation-to-educators-social-and-emotional-competencies-to-promote-student-sel\"><strong>Article 3: Emotional schemas in relation to educators\u2019 social and emotional competencies to promote student SEL<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Educators\u2019 internal beliefs and habits around emotions\u2014called <em>emotional schemas<\/em>\u2014affect their well-being, relationships with students, and ability to support students\u2019 SEL.<\/p>\n\n\n\n<p>When these schemas are adaptive, they help educators respond constructively in the classroom and support students more effectively. But when they&#8217;re unexamined or rigid, they can lead to stress and challenges in classroom management. The authors call for SEL interventions that help educators reflect on and shift their emotional mindsets as part of their own social and emotional development.<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" width=\"665\" height=\"398\" src=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/prosocialclassroommodel.jpg\" alt=\"A flowchart showing a model for a prosocial classroom\" class=\"wp-image-81252\" srcset=\"https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/prosocialclassroommodel.jpg 665w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/prosocialclassroommodel-640x383.jpg 640w, https:\/\/casel.s3.us-east-2.amazonaws.com\/sites\/1\/.\/prosocialclassroommodel-300x180.jpg 300w\" sizes=\"(max-width: 665px) 100vw, 665px\" \/><\/figure>\n\n\n\n<p><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S277323392400038X?via%3Dihub\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Emotional schemas in relation to educators\u2019 social and emotional competencies to promote student SEL<\/strong><\/a><strong>.\u202f<em>Social and Emotional Learning: Research, Practice, and Policy, 4<\/em>, 100064.\u202f<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"article-4-teacher-educators-reflections-on-supporting-pre-service-and-early-career-educators-social-emotional-learning\"><strong>Article 4: Teacher educators\u2019 reflections on supporting pre-service and early career educators\u2019 social-emotional learning<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Supporting student SEL starts with supporting the adults who teach it. But most teacher educators have little training in adult SEL themselves. In this reflective piece, two teacher educators share how they\u2019ve embedded SEL into teacher prep\u2014from morning meetings and resilience modules to book clubs and curriculum redesign.<\/p>\n\n\n\n<p>Hooper and Johnson highlight several takeaways for embedding SEL in teacher preparation:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Start early:<\/strong> SEL can build resilience in new teachers before burnout begins.<\/li>\n\n\n\n<li><strong>Make it meaningful:<\/strong> Embedding SEL in coursework\u2014like classroom management or literacy\u2014helps pre-service teachers connect it to practice.<\/li>\n\n\n\n<li><strong>Support the supporters:<\/strong> Teacher educators need their own SEL development too.<\/li>\n\n\n\n<li><strong>Policy matters:<\/strong> Systemwide change requires leadership and policy support for adult SEL.<\/li>\n<\/ul>\n\n\n\n<p><strong>Hooper, A., &amp; Johnson, K. (2025). <\/strong><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2773233925000245?via%3Dihub\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Teacher educators\u2019 reflections on supporting pre-service and early career educators\u2019 social-emotional learning<\/strong><\/a><strong>.\u202f<em>Social and Emotional Learning: Research, Practice, and Policy, 5<\/em>, 100100.\u202f<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"article-5-social-emotional-competence-as-the-promotive-and-protective-factor-for-chinese-school-teachers-well-being\"><strong>Article 5: Social-emotional competence as the promotive and protective factor for Chinese school teachers\u2019 well-being<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>What helps teachers stay well in high-pressure systems like China\u2019s? This study highlights the power of social-emotional competence (SEC) as both a general boost to well-being and a crucial buffer against burnout. It\u2019s key to helping teachers navigate stress, protect their mental health, and sustain their commitment to teaching in even the most demanding settings.<\/p>\n\n\n\n<p>Drawing on data from 600+ teachers across rural and urban schools, the authors found that SEC plays a dual role:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Promotive power<\/strong>: Teachers with stronger SEC reported greater well-being overall.<\/li>\n\n\n\n<li><strong>Protective buffer<\/strong>: SEC helped soften the impact of burnout on teachers\u2019 mental health.<\/li>\n\n\n\n<li><strong>Cultural insight<\/strong>: In a collectivist context, relationship-building and social awareness may be especially vital.<\/li>\n<\/ul>\n\n\n\n<p><strong>Fu, L., Hu, H., Wang, C., Lui, I. D., &amp; Lee, J. (2025). <\/strong><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2773233925000154?via%3Dihub\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Social-emotional competence as the promotive and protective factor for Chinese school teachers\u2019 well-being<\/strong><\/a><strong>.\u202f<em>Social and Emotional Learning: Research, Practice, and Policy, 5<\/em>, 100091.\u202f<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"10-insights-from-the-field\"><strong>10 Insights from the Field<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Together, these five studies point to a powerful set of lessons for the field. Here are 10 cross-cutting insights drawn from the research:<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li><strong>Adult SEC is foundational<\/strong>: Teachers\u2019 social-emotional competencies are key to their own well-being and to student SEL.<\/li>\n\n\n\n<li><strong>Reimagining SEL as collective practice<\/strong>: Moving from individual to relational care empowers teachers and communities.<\/li>\n\n\n\n<li><strong>Cultural context matters<\/strong>: Programs grounded in local cultural values foster deeper engagement and relevance.<\/li>\n\n\n\n<li><strong>Early integration pays off<\/strong>: Embedding SEL in pre-service education supports teachers before burnout begins.<\/li>\n\n\n\n<li><strong>Mindfulness with purpose<\/strong>: Mindfulness practices should be used not just to manage individual stress but to challenge systemic inequities.<\/li>\n\n\n\n<li><strong>Train-the-trainer works<\/strong>: Empowering teachers as facilitators increases program sustainability.<\/li>\n\n\n\n<li><strong>Schema awareness is key<\/strong>: Understanding emotional schemas enhances SEC and classroom practice.<\/li>\n\n\n\n<li><strong>Relational resilience builds strength<\/strong>: SEL practices that build social connection help combat isolation and burnout.<\/li>\n\n\n\n<li><strong>Policy and systems support matter<\/strong>: Institutional support, funding, and curricular mandates are needed for SEL implementation.<\/li>\n\n\n\n<li><strong>Professional identity matters<\/strong>: Stronger teacher identity, grounded in SEL, improves motivation, retention, and student success.<\/li>\n<\/ol>\n\n\n\n<p>You can read these full research papers and more in the <a href=\"https:\/\/www.sciencedirect.com\/journal\/social-and-emotional-learning-research-practice-and-policy\" target=\"_blank\" rel=\"noreferrer noopener\"><em>SEL Journal<\/em><\/a>.<\/p>\n\n\n\n<p><strong><em>Denise Buote <\/em><\/strong><em>is the managing editor of<\/em> Social and Emotional Learning: Research, Practice, and Policy<em> and the director of Arbor Educational and Clinical Consulting Inc. She holds a master\u2019s degree in clinical social work and a Ph.D. in education and has extensive experience in school and community-based research and evaluation. Her work spans provincial, national, and international levels, emphasizing the intersection of education, mental health and well-being, and social and emotional learning.<\/em><\/p>\n\n\n\n<p><strong>Related Posts:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/casel.org\/blog\/april-2025-5-must-read-articles-from-the-sel-journal\/\" target=\"_blank\" rel=\"noreferrer noopener\">April 2025: 5 Must-Read Articles from the SEL Journal<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/how-to-create-effective-sel-professional-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">How to Create Effective SEL Professional Learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/we-teach-who-we-are-not-just-what-we-know-what-top-researchers-had-to-say-about-adult-sel\/\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cWe teach who we are, not just what we know.\u201d What Top Researchers Had to Say About Adult SEL<\/a><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"write-for-us\"><strong>Write for Us<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Are you interested in writing for CASEL\u2019s blog,&nbsp;<em>Constellations<\/em>?&nbsp;<a href=\"https:\/\/docs.google.com\/document\/d\/1zSZFveKA8xsmlCADpfDP8t-y9emN0qswHQh1MnfmqBI\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Learn more<\/a>&nbsp;about what we\u2019re looking for and how to pitch your idea!<\/p>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key Points Back to top Article 1: Reimagining mindfulness training to deepen K\u201312 teachers\u2019 social, emotional, and cultural competencies Back to top What if mindfulness wasn\u2019t just about \u201cself-care\u201d but about building a caring school community? The authors urge a shift in how we approach mindfulness for educators\u2014from an individual coping tool to a collective [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":81206,"comment_status":"open","ping_status":"closed","template":"","theme":[201],"class_list":["post-81250","blogposts","type-blogposts","status-publish","has-post-thumbnail","hentry","theme-deep-dives"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts\/81250","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts"}],"about":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/types\/blogposts"}],"author":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/comments?post=81250"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media\/81206"}],"wp:attachment":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media?parent=81250"}],"wp:term":[{"taxonomy":"theme","embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/theme?post=81250"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}