Educators' Implementation and Use of Social and Emotional Learning Early in the COVID-19 Pandemic

Autor/inn/en	Zieher, Almut K.; Cipriano, Christina; Meyer, Joanna L.; Strambler, Michael J.
Titel	Educators' Implementation and Use of Social and Emotional Learning Early in the COVID-19 Pandemic
Quelle	In: School Psychology, 36 (2021) 5, S.388-397 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zieher, Almut K.) ORCID (Cipriano, Christina) ORCID (Meyer, Joanna L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000461
Schlagwörter	Social Emotional Learning; COVID-19; Pandemics; Distance Education; Predictor Variables; Burnout; School Personnel; Psychological Needs; School Role; Stress Variables; Coping; Emotional Response; Metacognition; Elementary Secondary Education; Program Implementation; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Prädiktor; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Schulpersonal; Bewältigung; Emotionales Verhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	The coronavirus disease of 2019 (COVID-19) has had multifaceted effects on students, their families, and the educators who support their learning. Early in the COVID-19 pandemic, one of the most notable changes for schools was the sudden move to distance learning--an unprecedented disruption to academic, social, and emotional instruction. Social and emotional learning (SEL) skills play an important role in human development by supporting academic success and overall well-being, including skills for effectively coping with stressors such as those imposed by the COVID-19 pandemic. Building on previous work, we created the Crisis Response Educator SEL Survey (CRESS) to examine predictors of SEL implementation during the pandemic. Structural equation models (SEMs) were used to predict: (1) educators' reported challenges implementing SEL during distance learning; (2) educator SEL implementation with students and use of social and emotional (SE) strategies for themselves; and (3) educator self-judgment and emotional exhaustion. Predictors included school/district guidance to support SEL, school/district support of educator SE needs, and the priority on SEL for the school and the educator. Our sample consisted of 219 educators committed to SEL who reported on their experience with SEL during distance learning toward the end of the 2019-2020 school year. Findings suggest that school/district support of educator SE needs predicts lower levels of challenge implementing SEL during distance learning and lower levels of educator burnout and self-judgment, whereas greater school/district guidance to support SEL was associated with more SEL implementation with students and more educator use of SE strategies for themselves. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01