{"id":81506,"date":"2025-09-15T16:19:36","date_gmt":"2025-09-15T21:19:36","guid":{"rendered":"https:\/\/casel.org\/?post_type=blogposts&#038;p=81506"},"modified":"2025-09-15T16:37:50","modified_gmt":"2025-09-15T21:37:50","slug":"5-powerful-new-studies-on-teacher-competence-preparation-and-adult-sel-from-the-sel-journal","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/5-powerful-new-studies-on-teacher-competence-preparation-and-adult-sel-from-the-sel-journal\/","title":{"rendered":"5 Powerful New Studies on Teacher Competence, Preparation, and Adult SEL From the SEL Journal"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"key-points\">Key Points<\/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&nbsp;<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&nbsp;<\/em><\/a>(otherwise known as the&nbsp;<em>SEL Journal<\/em>), these five must-read articles highlight the pivotal role of educators in advancing social and emotional learning (SEL) within schools and teacher preparation.<\/li>\n\n\n\n<li>Together, they underscore that educator competencies are multifaceted, encompassing not only the delivery of SEL instruction but also teachers\u2019 own social-emotional competence (SEC), their multicultural efficacy, and their perceptions of the policies that shape school contexts.<\/li>\n\n\n\n<li>Collectively, these studies reinforce that supporting educators\u2014through training, policy, and system-wide investment\u2014is central to ensuring SEL fulfills its promise of fostering thriving, resilient, and equitable learning environments.<\/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-pre-service-teachers-perceptions-of-state-legislation-related-to-sel-gender-and-sexuality-race-and-racism-and-firearms-at-school\">Article 1: Pre-service teachers\u2019 perceptions of state legislation related to SEL, gender and sexuality, race and racism, and firearms at school<\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p><strong>Key Takeaways:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Pre-service teachers viewed recent education-related legislation (restricting SEL, gender\/sexuality, race\/racism, and permitting firearms in schools) as both stressful and harmful to students\u2019 well-being.<\/li>\n\n\n\n<li>Across topics, pre-service teachers were most united in opposing restrictions on SEL, showing strong support for SEL\u2019s value.<\/li>\n\n\n\n<li>Approximately one-third of participants reported these legislative efforts caused them \u201ca lot\u201d or \u201ca great deal\u201d of stress.<\/li>\n\n\n\n<li>Teachers\u2019 political affiliation predicted support: Democratic-leaning teachers reported less support and more concern about negative student impacts, though stress levels were high across political lines.<\/li>\n<\/ul>\n\n\n\n<p><strong>Braun, S. S., &amp; Hooper, A. L. (2025). <a href=\"https:\/\/doi.org\/10.1016\/j.sel.2025.100139\" target=\"_blank\" rel=\"noreferrer noopener\">Pre-service teachers\u2019 perceptions of state legislation related to SEL, gender and sexuality, race and racism, and firearms at school: A source of stress and concerns about student well-being.<\/a> <\/strong><em>Social and Emotional Learning: Research, Practice, and Policy<\/em>. Advance online publication. <\/p>\n\n\n\n<p><strong>Copy &amp; paste to share on social:<\/strong> New in SEL: Research, Practice &amp; Policy: Pre-service teachers report stress &amp; student harm from laws restricting SEL, gender\/sexuality, race\/racism, &amp; allowing firearms in schools. Strongest opposition: anti-SEL laws. #SEL \ud83d\udc49 https:\/\/doi.org\/10.1016\/j.sel.2025.100139<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"article-2-the-role-of-educators-in-school-based-social-and-emotional-learning\">Article 2: The role of educators in school-based social and emotional learning <\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p><strong>Key Takeaways<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Educator SEL includes three domains: delivering direct instruction, integrating SEL into teaching practices, and developing their own SEL competencies to model and sustain well-being.<\/li>\n\n\n\n<li>Teacher well-being and emotional regulation are foundational for creating supportive classroom climates and student engagement.<\/li>\n\n\n\n<li>Programs like CARE and RULER demonstrate that supporting educators\u2019 SEL leads to improved teacher well-being, classroom interactions, and student outcomes.<\/li>\n\n\n\n<li>School- and system-level supports, including professional development and positive leadership, are essential to sustain educator SEL.<\/li>\n<\/ol>\n\n\n\n<p><strong>Elbertson, N. A., Jennings, P. A., &amp; Brackett, M. A. (2025). <a href=\"https:\/\/doi.org\/10.1016\/j.sel.2025.100134\" target=\"_blank\" rel=\"noreferrer noopener\">The role of educators in school-based social and emotional learning<\/a>. <\/strong><em>Social and Emotional Learning: Research, Practice, and Policy, 6, <\/em>100134. <\/p>\n\n\n\n<p><strong>Copy &amp; paste to share on social: <\/strong>Educator SEL matters \ud83c\udf31 Teachers as learners, role models, &amp; infusers create thriving classrooms. New article outlines a model for integrating SEL across educator practice. #SEL \ud83d\udc49 https:\/\/doi.org\/10.1016\/j.sel.2025.100134<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"article-3-teacher-competencies-that-promote-equity\">Article 3: Teacher competencies that promote equity<\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p><strong>Key Takeaways<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Academic and discipline gaps in U.S. schools are partly linked to underdeveloped teacher multicultural efficacy (MCE) and social-emotional competence (SEC).<\/li>\n\n\n\n<li>Findings from 231 K\u20136 teachers show MCE and SEC are related but distinct constructs\u2014they overlap but are not identical.<\/li>\n\n\n\n<li>Teachers with stronger SEC (empathy, perspective-taking, self-regulation) may also demonstrate stronger multicultural efficacy.<\/li>\n\n\n\n<li>Embedding both SEC and MCE in teacher preparation is critical to reduce disparities and promote equity for students of color.<\/li>\n<\/ul>\n\n\n\n<p><strong>Ura, S. K., DuBois, J. W., Fletcher, K. E., &amp; Lorah, J. A. (2025). <a href=\"https:\/\/doi.org\/10.1016\/j.sel.2025.100121\" target=\"_blank\" rel=\"noreferrer noopener\">Teacher competencies that promote equity: Examining the relationship between social-emotional competence and multicultural efficacy.<\/a><\/strong> <em>Social and Emotional Learning: Research, Practice, and Policy, 5, <\/em>100121. <\/p>\n\n\n\n<p><strong>Copy &amp; paste to share on social: <\/strong>\ud83d\udcd8 New study! Teachers\u2019 social-emotional competence &amp; multicultural efficacy are related but distinct\u2014both essential for equitable classrooms. Embedding both in teacher prep can help close gaps. #SEL \ud83d\udc49 https:\/\/doi.org\/10.1016\/j.sel.2025.100121<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"article-4-teachers-perceived-social-emotional-competence-as-a-vital-mechanism-of-adult-sel\">Article 4: Teachers\u2019 perceived social-emotional competence as a vital mechanism of adult SEL<\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p><strong>Key Takeaways<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Teachers\u2019 perceived social-emotional competence (SEC)\u2014their belief in their ability to manage social-emotional interactions\u2014is foundational for teacher well-being, classroom climate, and effective SEL implementation.<\/li>\n\n\n\n<li>Perceived SEC is distinct from actual skills: it reflects self-beliefs about capability, which strongly motivate behavior and outcomes.<\/li>\n\n\n\n<li>Empirical studies show that teachers with higher perceived SEC report greater well-being, professional growth, and lower turnover intentions.<\/li>\n\n\n\n<li>Supporting teachers\u2019 perceived SEC through reflection, leadership support, and targeted training may strengthen adult SEL and student outcomes.<\/li>\n<\/ol>\n\n\n\n<p><strong>Collie, R. J., S\u00e1ez-Delgado, F. M., &amp; Granziera, H. (2025). <a href=\"https:\/\/doi.org\/10.1016\/j.sel.2025.100117\" target=\"_blank\" rel=\"noreferrer noopener\">Teachers\u2019 perceived social-emotional competence as a vital mechanism of adult SEL<\/a>.<\/strong> <em>Social and Emotional Learning: Research, Practice, and Policy, 5<\/em>, 100117. <\/p>\n\n\n\n<p><strong>Copy &amp; paste to share on social: <\/strong>Teachers\u2019 beliefs in their own #SEL competence matter. New research shows perceived SEC supports teacher well-being, professional growth &amp; classroom climate. Strengthening adult SEL is vital! \ud83c\udf31\ud83d\udc49 https:\/\/doi.org\/10.1016\/j.sel.2025.100117<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"article-5-implementation-of-transformative-sel-standards-for-preparing-future-educators\">Article 5: Implementation of transformative SEL standards for preparing future educators<\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p><strong>Key Takeaways<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Oregon developed transformative SEL (TSEL) standards for Educator Preparation Programs (EPPs) to ensure future teachers are equipped to promote equity, identity development, and resilience in schools.<\/li>\n\n\n\n<li>Faculty with strong SEL knowledge and personal experiences connected to equity were better positioned to integrate the standards into their teaching.<\/li>\n\n\n\n<li>Implementation facilitators included leadership support, professional development, and collaborative networks like the Oregon Collaborative for SEL in Educator Preparation (OCSEP).<\/li>\n\n\n\n<li>Barriers included competing academic priorities, limited faculty time, high staff turnover, and challenges in sustaining institutional buy-in.<\/li>\n<\/ol>\n\n\n\n<p><strong>Rush, K., Hata, M., Hon, D., &amp; Vega O\u2019Neil, L. (2025). <a href=\"https:\/\/doi.org\/10.1016\/j.sel.2025.100115\" target=\"_blank\" rel=\"noreferrer noopener\">Implementation of transformative SEL standards for preparing future educators.<\/a><\/strong> <em>Social and Emotional Learning: Research, Practice, and Policy, 5<\/em>, 100115. <\/p>\n\n\n\n<p><strong>Copy &amp; paste to share on social: <\/strong>How can we prepare teachers for transformative #SEL? \ud83c\udf31A new case study explores Oregon\u2019s implementation of SEL standards in educator prep programs\u2014highlighting facilitators, barriers &amp; lessons for equity-driven practice. \ud83d\udc49 https:\/\/doi.org\/10.1016\/j.sel.2025.100115<\/p>\n\n\n\n<p>You can read these full research papers and more in the&nbsp;<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&nbsp;<\/em><\/strong><em>is the managing editor of<\/em>&nbsp;Social and Emotional Learning: Research, Practice, and Policy<em>&nbsp;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\/5-powerful-new-studies-on-teacher-well-being-from-the-sel-journal\/\" target=\"_blank\" rel=\"noreferrer noopener\">May 2025: 5 Powerful New Studies on Teacher Well-Being From the SEL Journal<\/a><\/li>\n\n\n\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\/sel-journal-recap-3-things-we-learned-about-culturally-sustaining-sel-in-the-classroom\/\" target=\"_blank\" rel=\"noreferrer noopener\">SEL Journal Recap: 3 Things We Learned About Culturally Sustaining SEL in the Classroom<\/a><\/li>\n<\/ul>\n\n\n\n<h2 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: Pre-service teachers\u2019 perceptions of state legislation related to SEL, gender and sexuality, race and racism, and firearms at school Back to top Key Takeaways: Braun, S. S., &amp; Hooper, A. L. (2025). Pre-service teachers\u2019 perceptions of state legislation related to SEL, gender and sexuality, race and racism, and [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":81206,"comment_status":"open","ping_status":"closed","template":"","theme":[201],"class_list":["post-81506","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\/81506","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=81506"}],"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=81506"}],"wp:term":[{"taxonomy":"theme","embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/theme?post=81506"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}