SEL for Teachers: The Catalyst for Effectively Reaching the Whole Child
- SCASCD
- 11 minutes ago
- 4 min read
By Latonya Kennedy
Summary: Teacher burnout is real, but what if the key to reaching students effectively starts with supporting teachers first? This blog explores how the five tenets of social-emotional learning—Healthy, Safe, Supported, Challenged, and Engaged—are just as crucial for educators as they are for students. When schools prioritize teacher well-being, they create a culture where both teachers and students thrive. Packed with practical strategies for reducing burnout, fostering supportive environments, and making professional development more meaningful, this article is a must-read for any educator looking to reclaim their passion for teaching.
Have you ever sat through a professional development session as a teacher and wondered, “Why am I here?” While the information that is geared to help with the success of every learner in the classroom is relevant, you’re thinking, “I’ve heard this a million times in different ways.” As thoughts of students, grades, meetings, parent phone calls, discipline, emails, and PLC begin to swirl around in your mind, - the dreaded feeling of- “teacher burnout” begins to feel like a reality again. As educators, we are often invested and consumed with taking care of others but are not mindful to stop and make sure that our bucket is filled. It is important to remember that we won’t be able to effectively tap into the needs of our students from a holistic perspective if we are pouring from an empty cup. Here we take a look at how equally important the 5 tenets —Healthy, Safe, Supported, Challenged, and Engaged— are to increasing teacher’s social emotional well-being to foster more effective relationships and academic success for students.
Healthy: Teachers need to be in an appropriate head space to foster productive relationships with students and their co-workers in schools. It is essential for schools to foster a positive culture for teachers that promotes self-care and effective time management to reduce teacher burnout. This in turn can help to increase retention rates and foster better attendance during the school year. Click here for strategies schools can use to reduce burnout.
Safe: Teachers should feel comfortable being vulnerable, sharing ideas, and advocating for themselves and their students within the instructional setting. Administration and school leaders should be attuned to the needs of those within their building to foster a climate where all voices are heard. Teachers should also feel supported in their classrooms, knowing they have administrative backing when discipline issues arise. In classrooms with increased behavioral concerns and class sizes, this lack of support can also contribute to teacher burnout. While clear expectations, positive reinforcement, consistency, positive teacher-student relationships, and proactive planning can help within the classroom, these strategies are equally important for promoting a safe and nurturing school environment for teachers.
Supported: The many facets of education can often leave a teacher feeling isolated once the classroom doors close. It is important that teachers feel supported by administration and for new teachers to have the backing of as many people as possible as they venture into uncharted territory. We all know what it was like our very first year of teaching and nothing from college or student teaching experience prepares you for stepping into the classroom life all on your own. Schools can be proactive by assigning partners/work buddies (not just as it pertains to the mentor/mentee relationship). This could help build school culture and boost morale, which will foster healthier relationships. Let’s face it; getting through the workday is always easier when you have a few trusted friends or confidants to help you along the way.
Challenged: One of the most dreaded feelings among teachers each year is the uncertainty of how much time will be wasted on professional development that may not directly address their needs or the needs of their students. While we can all learn something valuable from each professional development session, it is important for schools to be intentional regarding the professional development teachers receive. Schools can leverage teacher input on classroom academics and behaviors, along with tools like Google Forms, school focus areas, and test scores to help determine effective PD. It’s important for schools to remember that less is sometimes more and that focusing on one or two things with fidelity may yield better results than having 10 coals in the fire.
Engaged: For educators to be truly engaged in the work they have to be committed. They must be committed to staying healthy, feeling safe, embracing challenges, advocating for support when necessary, and recognizing that anyone can play the role of supporter. An essential component of engagement also involves teachers connecting with their students on a personal level - learning who they are outside of the classroom and being culturally responsive. This could mean attending a football game, going to community activities, asking how their mom is doing after they mention she was sick, and being positive each and every day. A simple “hello” and greeting as students walk through the door can go a long way. We must check our engagement meter each day and vow to give it all we’ve got. Click here for engagement strategies. Article: Building and Sustaining Teacher Engagement.
Conclusion:
These tenets, coupled together and taken into individual consideration, helps to ensure that teachers are whole and increases the likelihood that they are pouring from a full cup with the capacity for refills. It’s imperative that schools begin to tap into the emotional needs and supports that teachers require to improve retention which in turn affects the academic and lifelong success of our 21st century learners.
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About the Author
Latonya Kennedy is a National Board Certified Teacher who is a versatile and results-driven professional with over 20 years of experience in Special Education. Skilled in communication,collaboration, and time management, she has a strong ability to develop and implement effective strategies for diverse teams. Latonya has also served as an Instructional Coach, Lesson Planning Specialist, and Mental Health Professional. Passionate about continuous learning and adapting to new challenges, it is her desire to continue helping teachers as well as students on their education journeys within education and into post-secondary success.