“It Starts with Us”: Exploring Teachers’ Capacity-Building SEL Skills and Strategies

• In Event: Adult SEL Professional Learning Lifecycle: The Motivations, Knowledge, Skills, and Efficacy to Do Something Differently

Abstract

Introduction. Building educators’ capacity to implement SEL through cultivating their own adult SEL is a crucial aspect of successful systemic SEL implementation (Mahoney et al., 2021). Research suggests that adult SEL may foster stronger teacher-student relationships, enhance teacher-well-being, and improve student outcomes (Jennings et al., 2019; Schonert-Reichl, 2017; Jones et al., 2013; Jennings & Greenberg, 2009). However, only 23% of universal, school-based SEL programs appear to include components focused on adult SEL (Cirpirano et al., 2023). Thus, a notable gap persists in understanding how teachers can build their capacity by enacting adult SEL skills and strategies in their practice. In this study we conduct a qualitative thematic content analysis to examine adult SEL strategies that in-service educators chose to implement to build their efficacy for SEL implementation. We also investigate how educators describe their successes and challenges to inform the development of infrastructure needed to support future capacity-building efforts.

While enrolled in a university extension course, participants engaged in a series of assignments, lectures, learning activities, and discussions, which culminated in a multimedia (i.e. slideshow and voiceover recording) Capstone Project presentation. In this study, we analyzed participants’ presentations, in which they reflected on their SEL competencies, described adult SEL strategies they chose to implement, and shared their implementation set-backs and successes. Our research question asked: How did these educators strengthen their capacity to implement SEL in their classroom?

Methods. Only course participants who completed a course Capstone Project presentation, and consented for their presentation to be used for research purposes are included in our analytic sample (N=212). Study participants are in-service educators (predominantly general education teachers; 80%) who identify as White (67%) or Hispanic (25%), cis-gendered (85%) women (85%). A team of university researchers inductively coded Capstone Project topics to consensus (Hill et al., 2005), and subsequently conducted thematic content analysis (Anderson, 2007).

Findings. We generated five themes illuminating the adult SEL skills and strategies these teachers implemented to develop their capacity: (1) relationship building (e.g., attending social events, seeking out peer support); (2) lifestyle changes (e.g., sleep hygiene, walking); (3) self-reflection (e.g., journaling); (4) mindfulness (e.g., meditation, mindful awareness); and (5) boundary setting (e.g., leaving at contract time, limiting phone usage). We explore teacher reported successes and challenges to facilitate a more enhanced understanding of the work of implementing adult SEL. This study contributes to existing adult SEL literature by centering teacher practice (i.e., selected and implemented strategies), and illuminating the choices teachers make when seeking to build confidence in their adult SEL implementation. Findings offer valuable insights into what teachers today may want–and need–from their schools, districts, and the field of SEL more broadly.

Authors

• Addison Duane, Sacramento State University

• Quinn Hafen, Colorado State University

• Pamela McVeagh-Lally, SEL Consulting Collaborative

• CalHOPE Research Committee, University of California - Berkeley

• Valerie Shapiro, University of California - Berkeley