EDUCATOR WELL-BEING AS A PATHWAY TOWARD INVESTING IN EDUCATION STAFF - Insights From The Transformative SEL (tSEL) Adult Learning Series Pilot

Oct 15, 2026

Uploaded by Callum

Educator well-being is presented as a lever for investing in education staff through insights from the Transformative SEL (tSEL) Adult Learning Series pilot. The brief situates learning within the Building Equitable Learning Environments (BELE) network and outlines how research-practice partnerships with districts generate evidence of social and emotional learning in service of equity and excellence. It explains the BELE Essential Actions, the learning series aims, and the practitioner-facing recommendations for initiating and sustaining systemic transformation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

About the BELE Learning Series

Essential Actions and systemic transformation

Goal and purpose of the learning series

Action research agenda and practitioner recommendations

Project acknowledgements

Partners and support

EDUCATOR WELL-BEING AS A PATHWAY TOWARD INVESTING IN EDUCATION STAFF: INSIGHTS FROM THE TRANSFORMATIVE SEL (tSEL) ADULT LEARNING SERIES PILOT AUTHORS Dr. Brittney V. Williams, Dr. Ally Skoog-Hoffman, Dr. Rob Jagers, Dr. Bloodine Barthelus ABOUT THE BELE LEARNING SERIES The Building Equitable Learning Environments (BELE) network is a diverse collaborative of organizations working together to advance equity in education. These organizations range from academic institutions to fellow intermediary organizations. BELE partners share a bold vision of thriving youth, families, caregivers, and communities—and of education systems that are co-created with those they are intended to serve—to foster academic, social, emotional, and cognitive growth and well-being. The Collaborative for Academic, Social, and Emotional Learning (CASEL), the National Equity Project (NEP), and the University of Chicago Consortium on School Research (UChicago Consortium) are part of the BELE Network research and learning team, and are responsible for documenting the network learnings, which are grounded in seven “Essential Actions” and reflected in shared annual aims. Within BELE, we are producing a series of briefs documenting insights from our efforts to understand how the implementation of initiatives in our BELE partner districts show evidence of social and emotional learning (SEL) in service of equity and excellence, including for students, educators and school and district leaders. These briefs highlight the conditions necessary to begin and sustain the work of systemic transformation. In this series, we explore our learnings with our partner districts, aligning each paper to oneof seven BELE Essential Actions. These Essential Actions describe the changes and processes necessary to realize systemic transformation and are meant to give educators, caregivers, and practitioners concrete actions for centering student experience in education. The goal of this learning series is two-fold: 1. To share our action research agenda and the collaborative learnings of CASEL, NEP, UChicago Consortium, and our partner districts regarding the conditions necessary to create and cultivate transformative and equitable learning environments. 2. To provide education practitioner-facing recommendations for those looking to begin equivalent work in their district or school. PROJECT ACKNOWLEDGEMENTS KDRUMM Consulting: Kamilah Drummond-Forrester Sacramento County Office of Education: Mai Xi Lee University of California, Berkeley & Greater Good Science Center: Mike McLaughlin and Ashley N. Metzger Support for the BELE Learning Series is provided by the Raikes Foundation. We are deeply grateful for their support and collaboration. As part of the BELE Network, CASEL and NEP work alongside school districts who seek external collaborators to co-design sustainable models for equitable learning environments adaptable to their local context. Coaching assistance, network resources and tools, and research capacity are aligned with district practitioners’ expert knowledge of their learning communities, keystakeholder relationships, and access to learning environments to formulate, implement, and test student-and adult-level frameworks that are both adaptive and scalable. Underpinned by a collaborative approach, these research-practice partnerships allow cultivated relationships with districts already committed to develop solutions to the persistent challenge of providing equitable learning opportunities for all students. As organizations committed to the testing of innovative strategies and actions that are in service of building equitable learning environments for young people and adults, BELE Network partners co-designed a set of design principles known as Essential Actions to guide districts in their programs and initiatives prioritizing equity efforts. The BELE Essential Actions describe the processes (“how”) to make changes necessary (“what”) to real

FAQs

What is the BELE Learning Series focused on?

It documents insights from efforts to connect social and emotional learning with equity and excellence, including for students and educators. It also identifies the conditions needed to start and sustain systemic transformation.

How do the BELE Essential Actions guide the papers in the series?

Each paper aligns to one of seven Essential Actions that describe changes and processes for systemic transformation. The framework is intended to provide concrete actions for centering student experience in education.

Who supported and contributed to the BELE Learning Series pilot?

Contributors include KDRUMM Consulting, the Sacramento County Office of Education, and partners from the University of California, Berkeley & Greater Good Science Center. Support for the series is provided by the Raikes Foundation.

Oct 15, 2026

Uploaded by Callum