What About Me? The Importance of Teacher Social and Emotional Learning and Well-Being in the Classroom

Abstract

Today’s teachers experience high levels of stress and fatigue which can negatively affect their well-being. Teacher burnout is not a new educational phenomenon, but it has been exacerbated by the COVID-19 pandemic. In this article, we discuss the prevalence of teacher stress and its impact on teacher well-being and student achievement. We call for more attention to the social and emotional learning of special education teachers of students with emotional and behavioral disorders. After addressing myths and misconceptions regarding current expectations for educators, we propose a new framework for establishing individual and systemic interventions to support teacher well-being.

Psychological wellbeing in teachers. Study in teachers of early childhood and primary education

“…This indicate that the greatest link in the dynamics of emotional wellbeing in teachers is represented by the feeling of subjective happiness and satisfaction with life; in infant teachers the pursuit of eudaimonic wellbeing is related to self-esteem, while in primary school teachers self-esteem is less closely related to eudaimonic wellbeing than to satisfaction with life [ 2 , 39 , 54 ]. Therefore, our study indicates that there is greater understanding of philosophy of life (eudaimonic welfare) in early childhood education teachers; in other words, preschool teachers present greater spiritual and existential understanding than EP teachers [ 11 , 12 , 16 ]. These findings are in addition to other results of a network of measures related to psychological wellbeing [ [69] , [70] , [71] ].…”

“…Emotional wellbeing of teachers has a direct effect on interpersonal and affective classroom dynamics, teacher-pupil relationships, and teacher sensitiveness and respect towards students, which has a direct impact on academic results [ 15 ]. Preventive, rather than interventionist, approaches, are therefore required to improve the psychological wellbeing of teachers [ 16 ].…”

Programa psicoeducativo aplicado en el profesorado como mecanismo de retribución a las escuelas participantes de una investigación

“…Frente a esta problemática y considerando las insuficiencias en las políticas públicas para promover la mejora de la salud mental en las comunidades educativas, esta investigación estableció por propósito informar una intervención psicoeducativa en relación con la salud mental del profesorado de nivel escolar, para ayudar a minimizar los efectos adversos en los docentes que además son, en muchos casos, protagonistas de la contención emocional del estudiantado (Lee et al, 2023;Stacey, McGrath-Champ & Wilson, 2023;Granziera et al, 2022). Por lo anterior, este estudió estableció dos objetivos: (a) describir los niveles de depresión, ansiedad y estrés en un grupo de profesores y profesoras de nivel escolar; (2) informar una intervención psicoeducativa basada en el "Modelo de consulta" para promover la salud mental en el profesorado.…”