Trends, Challenges, and Future Directions in Research on Social-Emotional Learning Programs and Teacher Well-Being

This conceptual review examines research on teacher well-being in the context of school-based social-emotional learning (SEL) programs. We outline the evolving roles of teachers in SEL programs: from beneficiaries of problem-based interventions to implementers in student-centered SEL and, more recently, to active professional agents in implementing SEL to promote growth in themselves and students. This shift underscores teachers’ agency in delivering SEL programs. More programs now include teacher training that emphasizes the development of teachers’ own SEL skills, equipping them to create a nurturing classroom environment, model these skills, and teach effectively. While SEL initiatives have traditionally focused on student development, both theoretical frameworks and empirical evidence highlight its positive effects on promoting teacher hedonic well-being by fostering job satisfaction and positive social relationships and reducing burnout, anxiety, and stress. Additionally, SEL interventions promote teachers’ eudaimonic well-being, such as by improving their emotional regulation and overall competence. The findings also revealed challenges faced by teachers in implementing SEL at both individual and organizational levels, which can influence their well-being. Recent trends emerging from the literature increasingly underscore the importance of teacher agency, school policies and leadership, and professional learning communities in SEL implementation. Teacher agency highlights a sense of autonomy, cultural alignment, and adaptability. School policies and leadership create a supportive environment through shared decision-making, distributed leadership, and training that are critical for successful SEL implementation. Professional learning communities foster collaboration, innovation, and shared strategies, improving teachers’ commitment and job satisfaction. Future research should enrich the theory and empirical foundations of pedagogical content knowledge for SEL, enhance teachers’ artificial intelligence competencies for SEL, integrate SEL training for pre-service teachers, and employ diverse methodologies.