Promoting educator social emotional competence, well-being, and student–educator relationships: A pilot study

Abstract

Educator mental health and well-being have received increased attention in response to the additional stress experienced during the coronavirus pandemic. Cultivating mental health and well-being can be facilitated by enhancing adult social emotional competencies. However, relatively limited research has explored how prevention programs promoting social emotional competencies have enhanced educator well-being and related attributes of self-care, efficacy, and skillful interactions with students. In this pilot study, we implemented and evaluated an innovative prevention program called Resilience in Schools and Educators (RISE) in eight Colorado schools with 53 educators. RISE builds knowledge and skills that promote educator social-emotional competencies, trauma responsivity, cultural responsivity, resilience, and well-being. The first study aim was to explore the fidelity and feasibility of the RISE program implemented in a school-based context. The second study aim was to explore whether RISE is associated with increases in educators’ self-reported social emotional competencies, well-being, self-care practices, self-efficacy, and quality of interactions with students. As compared to field standards, facilitators reported high levels of fidelity and feasibility of RISE. Educators’ pre- and post- self-report measures indicate significant improvements in social emotional competencies (emotional awareness, emotional clarity, non-reactivity, nonjudging), self-care practices, well-being, and student-educator conflict, with effect sizes indicating small to medium impacts. No findings emerged for self-efficacy or perceived closeness of student-teacher relationships. Theoretical and practical implications are discussed.