The role of teachers in fostering Social and Emotional Learning in students

Abstract

The purpose of this bachelor’s thesis is to review existing literature exploring the pivotal role of teachers in fostering the social and emotional learning (SEL) of their students. Recognising the increasing acknowledgment of the importance of SEL in education, this study begins with the concept of SEL and its practical application, the paper investigates the profound impact of SEL on students, particularly in relation to their academic achievements. It also investigates the impact of teachers’ beliefs on SEL and their own social and emotional competences on students’ socio-emotional development. Extensive research affirms that SEL competencies are teachable, contribute to positive development while mitigating problematic behaviours, and ultimately enhance both academic achievement and students’ wellbeing.

The collected evidence highlights the substantial impact that teachers have on the socio-emotional development of students, underscoring the diverse avenues through which teachers contribute to this growth, including instructional approaches, curriculum decisions, and interpersonal engagements. Following a thorough examination of existing research, this paper acknowledges the advantages of incorporating and applying Social and Emotional Learning in the classroom. Such integration is found to enhance students’ self-efficacy and critical competencies like self-awareness and responsible decision-making.

The study emphasizes the paramount importance of teachers’ Social and Emotional Competence (SEC) and how it influences both their professional and personal aspects. It affirms that SEC is central to sustaining teachers’ well-being, motivation, and effectiveness in the classroom. The review recognizes the need for additional support especially for the novice teachers and also acknowledges the challenges faced by teachers in integrating social and emotional skills into their classroom and curriculum.

In addressing future needs and challenges in SEL research, the study emphasizes the necessity of conducting in-depth examinations of the professional development paths accessible to educators for enhancing their SEL proficiency.

In conclusion, this literature review provides a holistic analysis of teachers’ contributions to students’ social and emotional learning. It emphasizes the multifaceted influence teachers exert, the transformative impact of SEC, and the imperative need for ongoing professional development to enhance SEL proficiency and overall well-being among teachers and students.