Coaching Teachers to Implement Equity and Social and Emotional Learning Focused Curricula in the Classroom: Insights from a Randomized Controlled Trial

plus coaching supports for the implementation of both. The current study aimed to assess fidelity to the coaching models, examine coaching acceptability, and explore teacher engagement in coaching among 106 coached teachers across both conditions. Results indicated that coaching in both conditions was implemented as designed and that intervention condition coaching was distinct from coaching solely focused on SEL. Across both conditions, teacher demographic characteristics were associated with coaching participation, and teachers had positive experiences working with coaches. We conclude with a discussion of implications and recommendations for coaching to optimize implementation of equity-focused SEL.