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Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes

Sofia Oliveira, Magda Sofia Roberto, Nádia Salgado Pereira, Alexandra Marques-Pinto, Ana Margarida, Veiga-Simão

Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis

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Sofia Oliveira, Magda Sofia Roberto, Nádia Salgado Pereira, Alexandra Marques-Pinto, Ana Margarida, Veiga-Simão

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Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes

Frontiers in Psychology

Sofia Oliveira, Magda Sofia Roberto, Nádia Salgado Pereira, Alexandra Marques-Pinto, Ana Margarida, Veiga-Simão

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3 - 6

Middle School

High School

Adult

This study conducted a systematic review with meta analysis of 43 empirical studies that examined the effects of SEL interventions on the personal and professional outcomes of 3004 in service PreK-12 teachers. Nonetheless, the meta analysis showed that the SEL interventions had moderate impacts on improving teacher’s social and emotional competencies and wellbeing, while also reducing their psychological distress symptoms. These results reinforce the potential of SEL for teachers' personal and professional outcomes, thus corroborating the relevance of including SEL approaches in teacher training.

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Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes

Sofia Oliveira, Magda Sofia Roberto, Nádia Salgado Pereira, Alexandra Marques-Pinto, Ana Margarida, Veiga-Simão

Frontiers in Psychology

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Article

Podcast

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Research

Video

Preschool

K-3

3 - 6

Middle School

High School

Adult

This study conducted a systematic review with meta analysis of 43 empirical studies that examined the effects of SEL interventions on the personal and professional outcomes of 3004 in service PreK-12 teachers. Nonetheless, the meta analysis showed that the SEL interventions had moderate impacts on improving teacher’s social and emotional competencies and wellbeing, while also reducing their psychological distress symptoms. These results reinforce the potential of SEL for teachers' personal and professional outcomes, thus corroborating the relevance of including SEL approaches in teacher training.

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