TpT Survey Report: What Do 2,000+ Teachers Think About SEL?

Administrators, teachers and their students are all struggling to understand after many years of stagnant learning. Added to this, the mental health needs of the students were never high. In the face of this, school leaders face a pressing problem: how can they support teachers, and by doing so, strengthen their teachers’ ability to support students?

In the latest installment of the State of Education series, TpT surveyed more than 2,000 educators in the United States to understand the well-being of students and their socio-mental health, and how schools handle these needs. Specifically, we asked teachers how much they felt ready to receive socio-emotional learning (SEL), what kind of support they received from their administration, and what strategies worked.

This report explores these findings in depth and provides effective action from our U.S. academic community in this regard.

Best results at a glance

Whether or not educators recommend teaching others is an important statistic for occupational health. Has become a teacher in the last few months More May consider leaving their current position and Less It may be recommended to potential new teachers.

  • 16% will recommend teaching profession (vs. 31% January 2022)
  • 52% considering job changes (vs. 48% in November 2021)

The overall well-being of students is a top concern and educators are implementing committed strategies to address it. Some teachers also expressed some apprehension about whether they should accept SEL and their readiness to do so.

  • 81% of teachers say they are spending more time at SEL with their students this school year than the previous year
  • 94% of teachers say students do better in school when teachers integrate SEL into the classroom
  • 64% reported that the socio-emotional needs of their students were too high for them to manage on their own
  • 37% said their school or district did not provide them with access to professional education related to SEL
  • 59% reported that their professional learning opportunities did not adequately prepare them to provide SEL guidance

In order to effectively address frustration with the profession and the ability of teachers to provide SEL, school leaders must prioritize the well-being of their teachers and ensure that they feel valued and supported. The recommendations of the teachers we surveyed include:

  • Offer more professional development
  • Hiring consultants and social workers
  • Adult SEL priority
  • Listening to teachers’ opinions
  • Provide support for student behavior

Based on this data, TpT aims to help school leaders prioritize tasks that will support staff, and ultimately, prevent turnover. As leaders continue to draw up comprehensive plans to support their schools, TPT will continue to enlighten teachers’ voices today to help improve the quality of education.

The State of Education Report is a TPT research series that relies on the pulse of educators and measures the health of the teaching profession. Each edition focuses on the challenges that educators face and shares the promising practices that educators are implementing to address them. Find the past volume Here.

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