Study Reveals Teachers Struggle to Address SEL in Classroom

Social Emotional Learning (SEL) is trending in the world of education right now. But as a recent article in EdWeek points out, many teachers feel ill-equipped to address these needs in their classrooms.

According to the article by Sarah Schwartz, “research has linked focusing on these social-emotional competencies to higher academic performance and better outcomes outside of school. But while most teachers say it’s important for them to teach these skills, many still don’t feel equipped to help students manage their emotions—especially when it comes to the children who are facing the greatest hurdles, according to a new nationally representative survey from the Education Week Research Center.”

The study, performed by Education Week Research Center, found that many teachers felt they had inadequate training in the area of addressing SEL in their classrooms – only 12% of teachers felt they were “Very” prepared in addressing students’ mental health needs.

The study also determined that the biggest challenge teachers were facing (29% of those surveyed) was the focus on academic content left little time to address the bigger SEL needs they might have.

To read more on the study by Education Week Research Center or to hear more ideas on how teachers are adapting to incorporate SEL practices into their classrooms, check out Schwartz’s article here.

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Kristin Oropeza

Kristin Oropeza is currently a TK-5th Grade Technology TOSA in Southern California. She holds a masters in special education and has worked in public education for over 10 years. Kristin also serves as a director on the CUE Los Angeles board and acts as their Communications Editor. Find her on Twitter @KristinOropeza.

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