The Role of Social-Emotional Learning in Pre-Service Teachers' Identity
Puspitasari, D. (April 2025)
The findings reveal that SEL significantly influences teachers' ability to manage stress, build positive relationships, and make informed decisions, creating more inclusive and compassionate classroom environments.
Integrating Social-Emotional Learning (SEL) into Early Childhood Curriculum
Airin, Parvin & Md Sharif, Khan (2025)
The study analyzes the transformational value of SEL and its advantages, from improved learning, more effective management of one’s feelings, to future mental well-being. The research also looks at evidence-based methods of integrating SEL throughout all early childhood curricula, such as contextualizing SEL within learning domains, teaching healthy school climate, and family and larger community involvement.
Teacher educators’ reflections on supporting pre-service and early career educators’ social-emotional learning
Hooper, A. & Johnson, K. (June 2025)
We share some of our efforts, initiatives, successes, and setbacks in hopes they may help advance the conversation about SEL in teacher education programs.
Teachers Social-Emotional Learning (SEL); Ways that Impede the Development of Teachers SEL and Enhance Teachers SEL
Benjamin Obeng Konadu (2025)
Research article discussing ways that Impede the Development of Teachers SEL and Enhance Teachers SEL, revealing that teachers’ own perceptions, beliefs and attitudes toward SEL heavily impede their SEL development.
Systematic Literature Review of Simulation-Based Learning for Developing Teacher SEL
Kasperski, R., Levin, O. & Esther Hemi, M. (January 22 2025)
This systematic literature review aims to explore the application of simulations for promoting SEL competencies by examining the types of simulations used and the specific SEL competencies targeted in these applications.
Securing the foundation: Providing supports and building teacher capacity for SEL implementation through a university-based continuing education course
Salomäki, U.,Ruokonen, I., & Ruismäki, H. (June 2025)
The findings show that, in spite of the school culture, all the methods for teaching emotional skills
can also be used for the personal and professional growth of teachers. Teachers’ well-being and a
positive school environment are essential in sustainable development and education.
To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning
Schonert-Reichl, K. A., Kitil, M. J. andHanson-Peterson, J. (2017).
Collaborative for Academic, Social, and Emotional Learning (CASEL). Vancouver, B.C.: University of British Columbia. Research/data/topic review. A comprehensive review of teacher preparation programs and how they do and do not address teachers’ SEL.
Social and emotional learning and pre-service teacher education.
Schonert‑Reichl, Kimberly A. , Hanson‑Peterson, Jennifer L. and Hymel, Shelley (2015).
In book: J. A. Durlak, R. P. Weissberg, C. E. Domitrovich, T. P. Gullotto (Eds.). Handbook of social and emotional learning: Research and practice. Guilford.
Research/data review. In a comprehensive study of teacher education programs and standards across the U.S., the authors find that SEL for teachers remains a significant gap in teacher preparation.
Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations
Lindqvist, H., Weurlanfer, M, Wernerson, A. and Thornberg, R. (2017).
Teacher and Teacher Education, 64, 270-279.
Empirical study. Study on student teachers’ feelings of professional inadequacy and expectation that they will learn to address these in their professional life but not in teacher education.
Infusing SEL into the final internship experience for future teachers
Almerico, Gina M. (2018)
Journal of Instructional Pedagogies, 20.
Topic review/Opinion. Makes arguments for why and how SEL should be integrated into the teaching practicum phase of teacher preparation.
Infusing social emotional learning into the teacher education curriculum
Waajid, Badiyyah; Garner, Pamela W.; Owen, Julie E. (2013).
International Journal of Emotional Education 5(2), 31-48.
Empirical study. Study on possibilities of effectively integrating SEL development into the teacher education curriculum.
Social and emotional learning and teachers
Schonert-Reichl, KimberlyA. (2017).
The Future of Children 27(1),137-155.
Research/topic review. Examines the importance of SEL in teachers’ skill sets and ways in which it is underaddressed in teacher preparation programs.
Helping preservice teachers separate fact from fiction
Delamarter, Jeremy, 2019.
Phi Delta Kappan,101(4), 20-25.
Topic review/Opinion. Argues that teacher education programs ought to promote realistic expectations of the teaching profession among preservice teachers in order to help increase their future job satisfaction and help teacher retention.
Educators' professional and personal growth: A case study of European teachers' in-service training courses
Salomäki, U., Ruokonen, I., & Ruismäki, H. (2012).
Journal of Teacher Education for Sustainability 14(1)
Empirical study. Examines findings that focused instruction of emotional skills, including through the arts, benefits the personal wellness of teachers, both in their professional and in their personal lives.
Coping strategies and psychological well-being among teacher education students
Gustems-Carnicer, J., & Calderón, C. (2013).
European Journal of Psychology of Education, 28(4), 1127–1140.
Empirical study. Studies the need and application of coping strategies among preservice teachers during their teacher education program. Findings include that approach-oriented coping strategies are connected to psychological well-being while avoidant emotion-focused coping strategies are connected to psychological harm.
