Abstract
Transformative social and emotional learning (Jagers et al., 2019), a form of socialemotional learning (SEL) specifically focused on equity, is an important part of student overall well-being and success. However, there is limited research on how to effectively prepare teachers to bring SEL to their classrooms, especially SEL grounded in social justice. In order to contribute to the growing field of teacher training in social-emotional learning, this qualitative study explores teacher perceptions of their own preparedness in this area. Findings reveal that teachers saw their own transformative SEL as a key factor in supporting students’ transformative SEL, highlighting the importance of holistic teacher preparation that focuses on the social-emotional development of teachers themselves.
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