Prosocial Education Using ECHO Intervention Model Increases Teacher Well-Being

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Empowerment, Efficacy, Education: Validating Educator SEL (Table 9)

Abstract

Teachers are reporting increased incidents of challenging student behavior and high levels of burnout (NCES, 2022). The present study applied a cluster-randomized controlled trial design to evaluate an ECHO model of professional development intended to promote teachers’ well-being and their capacity to promote students’ social-emotional learning. Participants were 114 middle school teachers in the Midwestern U.S. During the 2023-24 school year, intervention teachers (N = 63) participated in eight monthly PD sessions via Zoom and control teachers (N = 51) conducted their classrooms business-as-usual. Results indicate that intervention teachers reported greater use of SEL teaching strategies, greater self-efficacy for managing peer relations, reduced burnout, and less desire to leave the profession compared to control teachers following the intervention.

Authors

• Nicole Brass, RMC Research Corporation

• Jessica E. Kilday, University of Missouri

• Christi Crosby Bergin, University of Missouri

• Aaron R. Campbell, University of Missouri

• Chad A. Rose, University of Missouri

• Sara L Prewett, Aperture Education

• Jessica Payton, University of Missouri

• Lindsey Mirielli, University of Kansas