How Can Teachers Develop Their Own Social-Emotional Skills?

How Can Teachers Develop Their Own Social-Emotional Skills?

Before teachers can truly develop their students’ social and emotional competencies, they need to be able to look inward and regulate their own emotions. This is an especially important skill given the stresses of teaching that contribute to the field’s high burnout rate. In an effort to keep teachers in the classroom, many schools and education researchers have focused on the importance of self-care and social-emotional learning for teachers.

In your view, what social-emotional competencies do teachers need to have in order to be an effective classroom leader? What are the best ways to prevent teacher burnout? And how can schools support teachers in creating a healthy classroom climate for everyone, including themselves? How can teachers pass on those social-emotional skills to students?

This discussion is part of a special report on teachers' social-emotional competencies, produced with support from the NoVo Foundation.

Teachers need to make sure to care for themselves so they can better care for their students, Christina Torres writes.

When teachers implement social and emotional skills into their classrooms, students benefit academically and personally, writes Fredrick Scott Salyers.

District leaders have an important role to play in helping teachers develop social-emotional skills for a healthy work-life balance, writes Michael Gallagher.

Creating a space in school for teacher support groups enables educators to cope with stress and make positive change in their work-life balance, Danna Thomas writes.

How different would our schools be today if all teachers had rich social-emotional experiences with their colleagues for the duration of their careers? That's the question posed by John Troutman McCrann.

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