Sustaining Retention in Teacher Social-Emotional Support Through Critically Conscious, Culturally Affirming, and Systemic Learning Communities

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Valuing and Supporting Teachers: Increasing Teacher Retention (Table 3)

Abstract

Research reports that lack of inclusive school climates and unsupportive professional relationships are among the top challenges faced by teachers of color (ToC) (Dixon et al., 2019; Kohli, 2021). Along with efforts towards teacher diversity (Carver-Thomas, 2018), the field of education must prioritize social-emotional learning and mental health to lessen attrition rates. Unfortunately, there is a lack of research literature to inform social-emotional support for teachers in general but particularly for ToC. This study expands this literature by showcasing a ToC community grounded in responsive social-emotional care that holistically engages intersectionality. It demonstrates how critically conscious and culturally affirming learning communities can address systemic gaps through collaboration and actionable steps that foster high trust/low risk spaces for social-emotional support.

Authors

• Bisola Wald, University of Minnesota
  Presenting Author

• Jessica V. Forrester, University of Virginia
  Presenting Author

• Jenny Tilsen, University of Minnesota
  Presenting Author

• Stefanie L. Marshall, Michigan State University
  Presenting Author