Fostering Social-Emotional Learning in Teacher Education: Experiences from a Novel culturally adapted SEL Course

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 04: Foundations of Teaching and Teacher Education for Socio-Cultural, Racial, and Intersecting Minoritized Identities Virtual Poster Session

Abstract

This study examines the implementation of a culturally adapted Social-Emotional Learning (SEL) course for 74 Arab teachers in a graduate education program in Israel. Recognizing that universal SEL programs can be ineffective for culturally diverse populations, the course was designed using socio-culturally relevant content for Arab teachers living in Israel. Through qualitative analysis of open-ended questionnaires, three key findings emerged: (1) the course created a safe arena for self-disclosure through supportive, non-judgmental guidance and culturally relevant content; (2) participants gained practical strategies they successfully implemented in schools; and (3) teachers developed enhanced self-awareness, communication, self-management, and time management skills. The findings suggest that culturally adapted SEL training represents a critical component for effective teacher preparation.

Authors

• Eman Abu-Hanna Nahhas, Oranim Academic College of Education and Gordon College

• Hanadi Abu Ahmad, Beit Berl College-Israel