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It reviews evidence on long-standing teacher job dissatisfaction, turnover disparities, and barriers to adult SEL training. It explains definitions of social and emotional learning (SEL) and highlights gaps in comprehensive, ongoing SEL preparation, recommending renewed district focus as educators return to classrooms.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/social-and-emotional-supports-for-educators-during-and-after-the-pandemic/582613/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/social-and-emotional-supports-for-educators-during-and-after-the-pandemic/582613.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the document emphasize supports for educators in addition to supports for students?","Question",{"text":111,"@type":112},"Educators are often the first individuals to provide initial support to students, and the pandemic intensified educators’ stress, trauma, and burnout. The document argues that educators’ social and emotional needs must be part of the support conversation.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the document define social and emotional learning (SEL)?",{"text":116,"@type":112},"CASEL defines SEL as a process that helps young people and adults acquire and apply knowledge, skills, and attitudes to build healthy identities, manage emotions, show empathy, maintain supportive relationships, and make responsible decisions.",{"name":118,"@type":109,"acceptedAnswer":119},"What gaps in adult SEL training are highlighted?",{"text":120,"@type":112},"The document notes that while some SEL competencies are required for teacher certification, fewer than 10% of teacher education training covers key adult SEL areas such as self-awareness and relationship skills. It also reports that ongoing SEL training throughout the school year is limited, with many teachers receiving few or no opportunities to reflect on and improve their own social-emotional skills.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},582613,1792079649,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Social and Emotional Supports for Educators During and After the Pandemic  \nBy Megan Ferren July 20, 2021  \nThroughout the COVID-19 pandemic, K-12 educators have faced unique challengesand tremendous pressure. From quickly adapting to remote learning to balancing the impacts ofthe pandemic on their personal lives, the past year has seen educators particularly overwhelmed with stress, trauma, and burnout.1 Although those in the education sphere have engaged in a great deal of discussion about thebestwayto provide social and emotional supports to students during and after the pandemic, it is essential that the social and emotional needs of educators are also part of the conversation, especially since educators are often the individuals most likely to provide initial supports to students.  \nIn spring and summer of 2020, organizations including the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Yale Center for Emotional Intelligence published resources2 and recommendations3 to help educators process the stress of remote learning and adjust to the “new normal.” Now that the transition back to the classroom has begun and federal relief funds from the American Rescue Plan are flowing to public K-12 districts,4 schools and districts must renew their focus on how to prioritize  \nsocial and emotional supports for educators.  \nSEL training would help teachers balance the stressors of their jobs  \nWhile the COVID-19 pandemic has created new challenges for educators, they have long been familiar with high levels of stress and dissatisfaction in their jobs. According to a report from the Learning Policy Institute, about two-thirds of teachers who leave their  \nDefining SEL  \nCASEL defines social and emotional learning (SEL) as:  \nthe process through which all young people and adults acquire and apply the knowledge, skills and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.5  \nposition each year do so for reasons other than retirement, including dissatisfaction with testing and accountability pressures, lack of administrative support, and dissatisfaction with the teaching career and working conditions.6 A 2017 survey on teachers’ emotions by the Yale Center for Emotional Intelligence found that the top five emotions teachers reported were “frustrated, overwhelmed, stressed, tired, and happy.”7 In a 2018 study, 85 percent of teachers said that a lack of work-life balance was affecting their ability to teach.8  \n1 Center for American Progress | Social and Emotional Supports for Educators During and After the Pandemic  \nFurthermore, data from the 2012-13 school year found that turnover rates are 50 percent higher for teachers in Title I schools—where children from low-income families comprise at least 40 percent of total enrollment—and 70 percent higher for teachers in schools serving the largest concentrations of students of color.9 Teachers who are BIPOC also had higher turnover rates than white teachers and were more likely to work in communities with lower socioeconomic statuses.10 These educators are also more likely to work in schools with weaker professional supports and leadership.11 Black teachers in particular have almost twice the turnover rate as non-Black teachers.12 According to the Learning Policy Institute report, Black educators who left the profession were more likely to cite dissatisfaction with their salaries, lack of resources, and worries about job security and accountability measures than they were to cite personal or family reasons.13 In addition to addressing the lack of funding and structural disparities in schools that disproportionately affect educators who are BIPOC, making comprehensive adult SEL training available would provide all educators with opportunities to learn to balance the common social and emotional ","cbCaitwUGWVWN8WY","https://ap.wps.com/l/cbCaitwUGWVWN8WY","pdf",149698,"English","# Social and Emotional Supports for Educators During and After the Pandemic\n## Challenges for K-12 Educators During COVID-19\n## Defining SEL\n## Teacher Stress, Dissatisfaction, and Turnover\n## Gaps in Comprehensive Adult SEL Training","[{\"question\":\"Why does the document emphasize supports for educators in addition to supports for students?\",\"answer\":\"Educators are often the first individuals to provide initial support to students, and the pandemic intensified educators’ stress, trauma, and burnout. The document argues that educators’ social and emotional needs must be part of the support conversation.\"},{\"question\":\"How does the document define social and emotional learning (SEL)?\",\"answer\":\"CASEL defines SEL as a process that helps young people and adults acquire and apply knowledge, skills, and attitudes to build healthy identities, manage emotions, show empathy, maintain supportive relationships, and make responsible decisions.\"},{\"question\":\"What gaps in adult SEL training are highlighted?\",\"answer\":\"The document notes that while some SEL competencies are required for teacher certification, fewer than 10% of teacher education training covers key adult SEL areas such as self-awareness and relationship skills. It also reports that ongoing SEL training throughout the school year is limited, with many teachers receiving few or no opportunities to reflect on and improve their own social-emotional skills.\"}]","Social and Emotional Supports for Educators During and After the Pandemic | PDF",1792044054,23]