Northwest Journal of Teacher Education Northwest Journal of Teacher Education
Volume 15
Issue 2
Teacher Education for Social Justice
During the COVID-19 Pandemic: Loss, Hope &
New Directions
Article 5
10-13-2020
Creating a Foundation of Well-being for Teachers Creating a Foundation of Well-being for Teachers
and Students Starts with SEL Curriculum in Teacher and Students Starts with SEL Curriculum in Teacher
Education Programs Education Programs
Deirdre Katz
University of Portland
Julia Mahfouz
University of Denver
Sue Romas
University of Portland
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Katz, Deirdre; Mahfouz, Julia; and Romas, Sue (2020) "Creating a Foundation of Well-being for Teachers
and Students Starts with SEL Curriculum in Teacher Education Programs,"
Northwest Journal of Teacher
Education
: Vol. 15 : Iss. 2 , Article 5.
DOI: https://doi.org/10.15760/nwjte.2020.15.2.5
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Creating a Foundation of Well-being for Teachers and Students Starts with SEL Creating a Foundation of Well-being for Teachers and Students Starts with SEL
Curriculum in Teacher Education Programs Curriculum in Teacher Education Programs
Abstract Abstract
During the COVID-19 crisis, it has become clear how unprepared our educational systems are to provide
social and emotional support through distance learning. Despite the demands for teachers to support the
social and emotional development of their students, our universities are behind the curve in providing
coursework to develop their knowledge and skills in these areas. This paper calls us to imagine teacher
education with Social and Emotional Learning (SEL) as a cornerstone in teacher preparation programs.
We outline the importance of SEL curriculum in preservice education and suggest a multifaceted
approach to teacher preparation.
Keywords Keywords
SEL, Teacher Education, Equity, Trauma Informed, Well-being
Creative Commons License Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International
License.
This article is available in Northwest Journal of Teacher Education: https://pdxscholar.library.pdx.edu/nwjte/vol15/
iss2/5
Deirdre Katz
University of Portland
Julia Mahfouz
University of Colorado,
Denver
Sue Romas
University of Portland
______________________________________________________________
During the COVID-19 crisis, it has become clear how unprepared our
educational systems are to provide social and emotional support through distance
learning. Despite the demands for teachers to support the social and emotional
development of their students, our universities are behind the curve in providing
coursework to develop their knowledge and skills in these areas. This paper calls
us to imagine teacher education with Social and Emotional Learning (SEL) as a
cornerstone in teacher preparation programs. We outline the importance of SEL
curriculum in preservice education and suggest a multifaceted approach to
teacher preparation.
________________________________________________________________
In late March 2020, the Yale Center for Emotional Intelligence and the
Collaborative for Academic, Social, and Emotional Learning (CASEL) collected
survey responses from over 5,000 teachers across the U.S. These two research
groups found that teachers described their current feelings as anxious, fearful,
worried, overwhelmed, and sad (Cipriano & Brackett, 2020 April 7).
Compounding the uncertainty during the COVID-19 crisis, teachers are
navigating working from home during school closures, learning new systems for
online learning, supporting struggling students and families, taking care of their
own children, and protecting their health. Facing pressure from their districts,
states, and the families of their students, teachers have adapted quickly to be
resilient, flexible, and ready to make positive decisions despite these conditions.
However, many teachers are unprepared for this relentless and compounding
personal and professional stress. Prior to the pandemic, teachers reported some of
Creating a Foundation of
Well-being for Teachers
and Students Starts with
SEL Curriculum in
Teacher Education
Programs
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Katz et al.: SEL Curriculum in Teacher Education Programs
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the highest levels of stress of people in helping professions in the U.S. with
staggeringly high attrition rates of nearly 40% in the first 5 years (Metlife, 2013).
Reports reveal that teachers most often leave the profession due to chronic stress
and burnout (Bellingrath et al., 2009; Carver-Thomas & Darling-Hammond,
2017). Now, in this time of crisis, without access to their regular professional
supports and social networks, teachers are even more susceptible to increased
mental health issues and burnout as a result of unmet social and emotional needs.
Similarly, students are adjusting and adapting to new realities, such as
engaging in online learning platforms, without the access to supports that are
usually offered by schools. Student needs for stability, consistency, and routine
are not being met. The COVID-19 epidemic has brought many unpleasant
experiences to students, including fear, tension, isolation, and frustration. With
the lack of intact social networks and adult support, many are becoming
susceptible to mental illness or depression. This is especially true when their
social and emotional needs go unaddressed.
The difficulties suffered by teachers and students shine a spotlight on how
important social and emotional well-being is for teaching and learning, and how
unprepared our educational systems are to provide social and emotional support
through distance learning. Additionally, the pandemic has brought to the surface
critical issues pertaining to social justice and equity within our educational
systems; recent research shows the achievement gap widening and learning loss
the greatest within our historically underserved populations (Hanover Research,
2020; Kuhfeld & Tarasawa, 2020). As a result, policy makers and advocacy
groups across the US are calling for more teacher training in Social and
Emotional Learning (SEL) to meet the needs of students during the ongoing crisis
(Walker, 2020, April 15). Teachers need social and emotional competencies
(SECs) so they can manage their stress through this pandemic and the rapidly
evolving educational landscape. They need training in SECs now, to be
psychologically ready to return to school in the fall. However, new teachers
entering the field will also be expected to have these competencies, and that
presents a unique opportunity for teacher education programs to re-evaluate their
programming in light of the broad systemic changes occurring in the K-12
education system.
SEL is defined as the process of acquiring the personal and interpersonal
skills both children and adults need to establish caring positive relationships with
ourselves and others, make responsible decisions, handle challenging situations
effectively and ethically (CASEL, 2020a). The dimensions of SEL, based on the
Collaborative for Academic, Social, and Emotional Learning (CASEL) model
include self-awareness, self-management, social-awareness, relationship skills,
and responsible decision-making. SEL is sometimes considered the “missing
piece” in education because it represents a part of learning that is inextricably tied
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to school success and positive student performance, yet it has not been explicitly
addressed or given much attention until recently (Bridgeland et al, 2013;
Schonert-Reichl et al., 2017).
The Current State of SEL in Teacher Preparation Standards and Programs
How much are pre-service teachers currently learning about SEL? A 2017 report
by Schonert-Riechl, Kitil, and Hanson-Peterson reviewed the current status of
state standards for teacher preparation. The results of this review found that only
six states had high standards in all areas of SEL (Connecticut, Hawaii, New
Jersey, North Carolina, Rhode Island, and South Carolina). The most frequently
addressed area in the state standards for teacher SEL was responsible decision-
making, followed by social awareness and relationship skills. The least found was
self-awareness and self-management. In the Northwest region, only Idaho had 4
or more areas of student SEL addressed in their standards for teacher certification.
Although it’s good news that most states had at least some coverage of
SEL areas in their teacher certification standards, how well colleges and
universities are meeting these standards in their preparation programs is not
systematic. In the same report, the authors found that many teacher preparation
programs currently have no established curricula, guidelines, or ‘best practices’
for their instructors to disseminate knowledge of SEL to pre-service teachers,
either to implement SEL at schools or to develop their skills in promoting SEL for
their own well-being (Schonert-Reichl et al., 2017). 304 teacher preparation
programs were selected as a national representation sample. This part of the study
found that almost none of the programs addressed all of the dimensions of teacher
SEL. The most commonly left out area, mirroring what was seen in the scan of
teacher certification standards, were the areas of self-awareness and self-
management. In the Northwest region, only Oregon and Idaho included one SEL
dimension of the four that were sought. When looking for specific courses with
SEL content, 63% of courses were found to have no SEL content in any of the
areas. Courses most likely to have SEL content included: Curriculum, Instruction,
and Methods; Foundations; Psychology; and Special Education. Despite the
demands for teachers to have SEL competencies, our colleges and universities are
behind the curve in providing coursework to develop these skills.
This article calls us to imagine what teacher education in the U.S. could do
for our students and teachers with social and emotional learning as the
cornerstone in our teacher education programs, rooted by standards in our teacher
education programs. This is our opportunity to make foundational shifts in the
way we approach teacher education. Giving pre-service teachers deep and broad
knowledge of SEL now is a critical piece in preparing them for today’s schools,
and for equipping them to transform today’s schools in the next decades.
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A Multifaceted Approach to SEL Education in Pre-service Programming
Empowering teachers with skillsets to implement culturally responsive SEL that
promotes equity in schools requires weaving knowledge and practice of SEL
throughout their preparation courses. To accomplish this, we propose an
approach to preservice education that mirrors CASEL’s suggestions for
implementing schoolwide SEL that is anchored on four focus areas (CASEL,
2020). This proposal suggests that SEL learning starts with a foundational class
that all teacher candidates take that broadly addresses all four areas of focus. The
initial course would be followed by subsequent elective courses going into more
depth in the four areas of focus that could be taken as an area of concentration for
undergraduate or master’s students resulting in an endorsement in SEL.
Much of the focus in the pre-service programs follows the technical
knowledge and methods that are needed for effective teaching such as curriculum
design and classroom management. However, with the increase of student social
and emotional needs, teachers can no longer be considered effective if they don’t
address that component of students’ wellbeing. Additionally, there has been a
shift in the perception of the what schools need to focus on, and recently SEL has
become a huge component that many districts believe needs attention. The issue,
however, is that teachers are not prepared to implement SEL due to the lack of
know-how. Courses integrated in teacher preparation programs become as
essential as any other course. Rather than advocating for more on top of other
required courses, we believe a reevaluation of the courses in which SEL becomes
embedded in the program is a must. In other words, we call for an epistemological
and ontological paradigm shift in what we think effective preparation programs
should deliver. Thus, swapping outdated courses with newer ones that explicitly
focus on SEL would be important if we are to deliver a strong program that
addresses the needs of schools and students in our current times.
Foundational Knowledge
The first area of focus needs to be building pre-service teachers’ foundational
knowledge in social and emotional development across the life span. This area of
concentration should include broad constructs such as emotional regulation,
emotional intelligence, and identifying core social and emotional competencies.
as well as specific issues of inequity in society, an understanding of adverse
childhood experiences (ACEs), and the necessity of trauma informed practices for
whole-child development.
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Core concepts in social and emotional learning. Teachers must have a
solid understanding of the core of SEL: the intrapersonal experience of emotion,
and the interpersonal experience of social relations. SEL is defined as the process
of acquiring the personal and interpersonal skills both children and adults need to
establish caring positive relationships with ourselves and others, make responsible
decisions, handle challenging situations effectively and ethically (CASEL,
2020a). The dimensions of SEL, based on The Collaborative for Academic,
Social, and Emotional Learning (CASEL) model include self-awareness, self-
management, social-awareness, relationship skills, and responsible decision-
making. SEL is sometimes considered the “missing piece” in education because it
represents a part of learning that is inextricably tied to school success and positive
student performance, yet it has not been explicitly addressed or given much
attention until recently (Bridgeland, Bruce, & Hariharan, 2013; Schonert-Reichl et
al., 2017). These core concepts should include historical context and the
connections to psychology and neuroscience.
SEL and the connection to trauma informed teaching. Teachers and
schools use SEL as a tool to create supportive environments for students who
have experienced trauma. New teachers need an understanding of the prevalence
of trauma and approaches to serving students who have experienced trauma.
Almost half of children have been exposed to at least one adverse childhood
experience (ACE) such as abuse, neglect, parent mental illness or substance
abuse, domestic violence, and financial instability (Trauma Informed Oregon,
2019). Exposure to multiple ACEs can cause traumatic stress reactions in
children, including feelings of fear and helplessness, with the possibility of
numerous negative outcomes into adulthood (Bethell et al., 2017). Children who
experience trauma may lack the social and emotional competencies to identify,
express and manage their emotions. Helping students build strong relationships,
understand and manage their emotions and find healthy ways to alleviate their
stress through SEL programming can go a long way toward teaching them to
work through trauma.
In order to create these environments, adults must themselves have strong
SECs in order to teach, model, and foster these skills in their students. Teachers
who are exposed to SEL during their teacher training programs and have
developed their own SECs will be equipped to carry out trauma-informed
practices in their schools, putting students and themselves in a better position to
mitigate the risk of lasting negative effects.
SEL and the connection to social justice. In order for new teachers to
serve all students, they must develop their personal social and emotional
competencies in order to see, acknowledge, and address the systemic patterns that
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have created inequity in our school systems. This work is important for teachers
because a growing body of evidence reveals that cultural identity plays a critically
important role in the social and emotional well-being of students, especially
marginalized and historically underserved students (e.g. Alim & Paris, 2017;
Brittian Loyd & Williams, 2017; Gee et al., 2019; Jagers et al., 2019). The
development and expression of social-emotional skills (for both teachers and
students) are affected by factors such as social-historic context, including
epistemic beliefs (i.e., about the nature of knowledge) and power dynamics
(Medin & Bang, 2013).
SEL curricula in both teacher preparation and at the K-12 level that does
not deeply consider culture as the central framework through which learning
occurs likely perpetuates inequity. In order to be culturally relevant and not
continuing to perpetuate Eurocentric views, SEL curricula in teacher education
programs needs to call attention to the ways that complex social-historical
landscapes influence learning, create spaces for teachers to engage in discussions
of deep cultural analysis, and include the development of sociopolitical
consciousness (Ladson-Billings, 2014; Pollock, 2008). In light of the nation-wide
awakening to the devastating effects of institutional racism, there is an urgent call
for educators to understand the social and emotional needs of youth of color and
their historical roots.
Effectively engaging SEL in diverse contexts requires integrating the cultural
assumptions that underpin psychoeducational practices. Culturally responsive
SEL programs can create opportunities for teachers to recognize and serve young
people exposed to trauma, both contemporary and historic. However, uncritical
discussions of social and emotional well-being may pathologize trauma or mark
marginalized youth as “damaged,” without consideration of the complex
cognitive, political, and social ecologies dominated by Eurocentric bias. When
teachers who work with marginalized students fail to consider cultural differences
in the rules governing social interaction, miscommunication and conflicting
behavioral expectations may cause some actions to be interpreted as willful
misconduct or lack of cooperation, meriting punitive measures (Yeatman, 2000).
All too often, a lack of cultural understanding and the failure to place learning
models—including SEL practices—within their historical and political contexts
fuel inequitable or discriminatory practices that disproportionately affect
marginalized students.
In addition to increasing inclusivity in classrooms and schools, entrenched
issues of race and ethnicity must be explicitly considered in the development and
delivery of SEL programs to truly address systemic inequities in the education
system. This requires extensive training, practice and forethought by educators.
Pre-service teachers who have substantial training in culturally relevant SEL in
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their teacher education programs, and have been guided through the cultivation of
their own SECs will be better equipped to implement meaningful SEL in schools.
Personal Social and Emotional Competencies for Teachers
As mentioned in the previous section, the second area of focus in a pre-service
training program must be dedicated to cultivating pre-service teachers’ own social
and emotional competencies. This includes a) guiding preservice teachers through
exploration and strengthening of their own SECs; b) providing safe spaces to
identify, reflect, and unpack their own stereotypes, biases, microaggressions; and
c) creating personal care plans and strategies for managing their emotions, well-
being, and eliminating culturally insensitive practices from their teaching.
Educators are exposed to a variety of daily psychological and physical
stressors and must cope effectively with their own emotional reactivity to student
behaviors and situational stressors in order to perform effectively (Day & Qing,
2009). Most educators are not prepared in any formal way for the daily strains of
constantly managing their own emotional reactions and expressions in order to
meet the demands of classroom performance (Brown & Valenti, 2013).
Educators’ experiences of stress and negative emotion in the classroom over time
may lead to decreased performance and burnout as well as poor student outcomes
(Jennings & Greenberg, 2009). Since teachers’ own SECs and well-being are key
factors influencing their performance as well as student outcomes, it is imperative
that they develop SECs early on to manage their stress adequately or else their
instruction will suffer, impacting student well-being and achievement (Greenberg,
Brown & Abenavoli, 2016; Jennings & Greenberg, 2009).
Imagine a new teacher who is self-aware. During a lesson on the Oregon
Trail, a student hotly challenges him about the textbook’s portrayal of settlers’
treatment of Native Americans. The room goes cold as the students wait for his
response. He notices his anxiety and fearful emotional response as he worries
about making a good impression on his students and answering the student’s
question with care. He notices his heart beating faster, his knees shaking and his
stomach turning over. He wants to run out the door, but then recognizes that this
behavior is a result of his own emotions and thoughts, and he chooses to behave
differently. He refers to the toolkit of coping strategies he learned in his teacher
preparation program to cope with stressful experiences and takes 3 deep breaths
before responding to the student. He realizes that the student was likely
experiencing a similar mixture of anxiety and worry before speaking up, and
manifested it as anger. A mentor teacher who observed the incident may have
seen the new teacher take a beat before answering. The teacher’s answer to the
student was then a thoughtful response that communicated care to the student, and
invited the class into a deeper discussion of the text. The mentor teacher may have
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felt the students relax as they realized that they were in safe space to talk openly
about difficult topics. Rather than reacting to the student’s interruption as
disrespectful, because of his self-awareness the teacher was able to avoid a
confrontation and use the incident as a teachable moment.
Teachers’ own social and emotional skills are vital to teaching and need to
be cultivated early in their teaching preparation and supported throughout their
careers (Jones et al., 2013). Teacher education programs are the ideal place to
begin that work.
Overview of Evidence-based SEL Programs
The third area that needs to be focused on in pre-service teacher education is
learning about the wide variety of evidence-based SEL programs and practices in
K-12 settings. Many schools and districts are implementing SEL as a Tier 1
intervention in a multi-tiered system of support (MTSS) model, that involves
classroom skill building, school-wide programming and professional development
to help all students develop skills to manage their emotions and build healthy
social relationships at all grade levels. Since SEL is not itself not one, standalone
program but an approach, this class highlights the diverse ways that SEL can be
implemented at the classroom, school and district level. Preservice teachers need
to be familiar with specific programs and practices, just as they need familiarity
with best practices and common programs in literacy. In the last decade, efforts to
improve school climate and performance have given increasing attention to the
importance of student health and well-being, resulting in student-centered SEL
(Atkins, Hoagwood, Kutash, & Seidman, 2010; Durlak et al., 2011; Greenberg et
al., 2003; Berger et al., 2019). Thus, pre-service teachers need to be familiar and
ready to implement the SEL programs that best fit the learning contexts of their
students.
Continuous Improvement
The fourth area that needs to be focused on for a strong SEL-based
preparation program is learning continuous improvement practices to drive
modification of SEL implementation over time based on data and the needs of the
community. Schools need quality data to guide SEL programming selection,
implementation and outcomes assessment. Teachers need to effectively and
efficiently evaluate student participation and progress in SEL. To accomplish
effective and efficient monitoring of school and district-wide SEL requires that
teachers understand the basics of program evaluation and how to utilize both
quantitative and qualitative measures to develop robust continuous improvement
plans that involve creating implementation strategies, tracking progress,
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examining outcome data and making appropriate adjustments to implementation
based on the specific needs of the educational community. These research
competencies are already taught in many teacher preparation programs and
required in Master’s programs; including SEL in these courses not only will help
students deepen their understanding through inquiry, it may push further research
and innovation in an area of education that is rapidly developing.
With training in these four areas as a part of their teacher education
program, new teachers have the potential to be leaders in the promotion of SEL
early in their careers. Teachers would be equipped with strong SECs for effective
teaching and healthy well-being, and would be ready to implement culturally
responsive SEL programs that positively impact students.
Conclusion
Transforming our educational system to promote student and teacher well-being is
an endeavor that requires persistent collective effort. It can begin with how we
educate our pre-service teachers. Increasing training in SEL for pre-service
teachers as outlined above may have profoundly positive, long-term impacts on
educational settings, leading to the promotion of mental and emotional well-being
of teachers and students as they manage the trauma they are enduring during these
unprecedented times. Substantial research evidence has revealed the benefits of
SEL for all school stakeholders. Teachers who have developed strong SECs are
likely to recognize the importance of SEL and be better prepared to lead the
implementation of SEL programs, policies, and practices in their schools.
Additionally, effectively engaging SEL in diverse contexts requires integrating
the cultural assumptions that underpin psychoeducational practices. Teacher
education programs can cultivate these skills and prepare pre-service teachers
with valuable knowledge of how to implement meaningful SEL. A common
theme has emerged across educational contexts –that supporting the social and
emotional development of our students is important. Establishing the
foundational knowledge for culturally responsive SEL implementation that
promotes equity requires teacher education programs to go beyond their current
approach. It is time that teacher preparation programs provide more formal
training in SEL including implementation and assessment of such programming to
support the next generation of educators.
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Northwest Journal of Teacher Education, Vol. 15, Iss. 2 [2020], Art. 5
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DOI: 10.15760/nwjte.2020.15.2.5
