5 Powerful New Studies on Teacher Well-Being From the SEL Journal

Key Points

• Selected by the managing editor of Social and Emotional Learning: Research, Practice, and Policy (otherwise known as the SEL Journal), these five must-read articles explore how SEL can support teacher well-being—through culturally grounded programs, adult SEL in teacher preparation, emotional mindsets, and more.
• Together, these studies highlight ten cross-cutting insights, from the importance of adult social- emotional competence and culturally grounded design to the power of policy support and collective care. Read on to explore what they reveal about building stronger, more sustainable support for teacher well-being through SEL.

Article 1: Reimagining mindfulness training to deepen K–12 teachers’ social, emotional, and cultural competencies

What if mindfulness wasn’t just about “self-care” but about building a caring school community? The authors urge a shift in how we approach mindfulness for educators—from an individual coping tool to a collective practice that supports teacher agency, cultural responsiveness, and systems change.

They highlight three key shifts to reframe mindfulness for teachers:

• Reframe the problem: Recognize that burnout isn’t just a personal issue. Acknowledge the systemic and relational factors causing it.
• Reframe the curriculum: Focus less on individual stress relief techniques and more on building community, addressing inequity, and supporting teacher well-being.
• Reframe the evaluation: Measure outcomes like teacher agency, sense of belonging, and collective care, not only personal well-being.

Romano, L. E., Colaianne, B. A., & Baelen, R. N. (2025). Reimagining mindfulness training to deepen K–12 teachers’ social, emotional, and cultural competencies. Social and Emotional Learning: Research, Practice, and Policy, 5, 100092. 

Article 2: Social and emotional learning enhancing teacher well-being and professional development in Taiwan: A preliminary study of the BEST ME program

In Taiwan, as in many countries, teachers are facing rising stress and shifting expectations. BEST ME, a six-week hybrid program for educators, offers a promising SEL-based approach to support their well-being. The program improved teachers’ emotional well-being, reduced stress and anxiety, and increased self-compassion. Teachers also reported stronger social connections and more authentic emotional expression in their roles.

Key features of program design included:

• Flexible delivery: Hybrid sessions reached teachers across regions and schedules.
• Cultural grounding: SEL content incorporated Confucian values and reflected local norms around emotional regulation and self-care.
• Scalable structure: A train-the-trainer model enabled sustainable implementation while deepening SEL buy-in and facilitation skills.

Wu, M. Y.-H., Chen, H.-C., & Chen, P. (2025). Social and emotional learning enhancing teacher well-being and professional development in Taiwan: A preliminary study of the BEST ME program. Social and Emotional Learning: Research, Practice, and Policy, 5, 100098. 

Article 3: Emotional schemas in relation to educators’ social and emotional competencies to promote student SEL

Educators’ internal beliefs and habits around emotions—called emotional schemas—affect their well-being, relationships with students, and ability to support students’ SEL.

When these schemas are adaptive, they help educators respond constructively in the classroom and support students more effectively. But when they’re unexamined or rigid, they can lead to stress and challenges in classroom management. The authors call for SEL interventions that help educators reflect on and shift their emotional mindsets as part of their own social and emotional development.

Emotional schemas in relation to educators’ social and emotional competencies to promote student SEL. Social and Emotional Learning: Research, Practice, and Policy, 4, 100064. 

Article 4: Teacher educators’ reflections on supporting pre-service and early career educators’ social-emotional learning

Supporting student SEL starts with supporting the adults who teach it. But most teacher educators have little training in adult SEL themselves. In this reflective piece, two teacher educators share how they’ve embedded SEL into teacher prep—from morning meetings and resilience modules to book clubs and curriculum redesign.

Hooper and Johnson highlight several takeaways for embedding SEL in teacher preparation:

• Start early: SEL can build resilience in new teachers before burnout begins.
• Make it meaningful: Embedding SEL in coursework—like classroom management or literacy—helps pre-service teachers connect it to practice.
• Support the supporters: Teacher educators need their own SEL development too.
• Policy matters: Systemwide change requires leadership and policy support for adult SEL.

Hooper, A., & Johnson, K. (2025). Teacher educators’ reflections on supporting pre-service and early career educators’ social-emotional learning. Social and Emotional Learning: Research, Practice, and Policy, 5, 100100. 

Article 5: Social-emotional competence as the promotive and protective factor for Chinese school teachers’ well-being

What helps teachers stay well in high-pressure systems like China’s? This study highlights the power of social-emotional competence (SEC) as both a general boost to well-being and a crucial buffer against burnout. It’s key to helping teachers navigate stress, protect their mental health, and sustain their commitment to teaching in even the most demanding settings.

Drawing on data from 600+ teachers across rural and urban schools, the authors found that SEC plays a dual role:

• Promotive power: Teachers with stronger SEC reported greater well-being overall.
• Protective buffer: SEC helped soften the impact of burnout on teachers’ mental health.
• Cultural insight: In a collectivist context, relationship-building and social awareness may be especially vital.

Fu, L., Hu, H., Wang, C., Lui, I. D., & Lee, J. (2025). Social-emotional competence as the promotive and protective factor for Chinese school teachers’ well-being. Social and Emotional Learning: Research, Practice, and Policy, 5, 100091. 

10 Insights from the Field

Together, these five studies point to a powerful set of lessons for the field. Here are 10 cross-cutting insights drawn from the research:

1. Adult SEC is foundational: Teachers’ social-emotional competencies are key to their own well-being and to student SEL.
2. Reimagining SEL as collective practice: Moving from individual to relational care empowers teachers and communities.
3. Cultural context matters: Programs grounded in local cultural values foster deeper engagement and relevance.
4. Early integration pays off: Embedding SEL in pre-service education supports teachers before burnout begins.
5. Mindfulness with purpose: Mindfulness practices should be used not just to manage individual stress but to challenge systemic inequities.
6. Train-the-trainer works: Empowering teachers as facilitators increases program sustainability.
7. Schema awareness is key: Understanding emotional schemas enhances SEC and classroom practice.
8. Relational resilience builds strength: SEL practices that build social connection help combat isolation and burnout.
9. Policy and systems support matter: Institutional support, funding, and curricular mandates are needed for SEL implementation.
10. Professional identity matters: Stronger teacher identity, grounded in SEL, improves motivation, retention, and student success.

You can read these full research papers and more in the SEL Journal.

Denise Buote is the managing editor of Social and Emotional Learning: Research, Practice, and Policy and the director of Arbor Educational and Clinical Consulting Inc. She holds a master’s degree in clinical social work and a Ph.D. in education and has extensive experience in school and community-based research and evaluation. Her work spans provincial, national, and international levels, emphasizing the intersection of education, mental health and well-being, and social and emotional learning.

Related Posts:

• April 2025: 5 Must-Read Articles from the SEL Journal
• How to Create Effective SEL Professional Learning
• “We teach who we are, not just what we know.” What Top Researchers Had to Say About Adult SEL

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