SEL-7200 v1

Boat, A., Holquist, S. E., & Redmond, N. M. (2024) Student-teacher developmental relationships: A mechanism through which culturally responsive school environments promote positive outcomes for students of color. Psychology in the Schools, 62(2), 586-606. https://doi.org/10.1002/pits.23340
This study examined student perceptions of the school’s culturally responsive environment and how it impacted student-teacher relationships, as well as academic motivation and SEL.

Goforth, A. N., Nichols, L. M., Sun, J., Violante, A. E., Brooke, E. Kusumaningsih, S., Howlett, R., Hogenson, D., & Graham, N. (2024) Cultural adaptation of an educator social–emotional learning program to support indigenous students. School Psychology Review, 53(4), 365-381. https://doi.org/10.1080/2372966X.2022.2144091
Research on the process and impact of teachers adapting SEL programs to provide better cultural relevance among indigenous populations who could benefit from SEL skills.

Lapidot-Lefler, N., & Israeli, R. (2024). Quality education through teacher-student relationships: Implementing social-emotional learning in teacher development. Quality Assurance in Education, 32(3). 401-415. https://doi.org/10.1108/QAE-12-2023-0217
This research study shows that students’ personal and professional development, relationships in the classroom between students and between teacher-student, enhanced the quality of learning and developed a professional identity attuned to SEL.

Mangrio, E., Pettersson, A., Ivarsson, A., Ryk, C., Stromwall, L. A., & Kostenius, C. (2024). SEL programs promote students’ wellbeing and relationships: Teachers experiences in a qualitative evidence synthesis. Cogent Psychology, 11(1), 1–11. https://doi.org/10.1080/23311908.2024.2435097
Research conducted on the effect of particular SEL programs on building student well-being, resulting in teachers’ feelings about being able to positively impact student mental health issues as exhibited in class.

Michael, E., Bailey, P., Benner, G. J., & Sanders, S. (2023). Welcome to our class! Building classroom rapport to support the development of social and emotional learning skills. Beyond Behavior, 32(1), 36-44. https://doi.org/10.1177/10742956221145951
This article shares multiple ways in which teachers can establish and build rapport with students, thereby increasing the effectiveness of SEL curriculum and interventions.

Mitman, A. L. (1985). Teachers' differential behavior toward higher and lower achieving students and its relation to selected teacher characteristics. Journal of Educational Psychology, (77)2, 149-161. https://psycnet.apa.org/doi/10.1037/0022-0663.77.2.149
This interesting seminal study on the interactions of teachers with students who were high-achieving or low-achieving shows consistent behaviors, demanding and rewarding toward favored achievers. Correlations between quality of teaching are also addressed.

Poulou, M. S., & Garner, P. W. (2024). Teacher-student relationships: The roles of teachers’ emotional competence, social emotional learning beliefs, and burnout. Teachers and Teaching, 1-22. https://doi.org/10.1080/13540602.2024.2435080
A research study shows correlations between teachers’ emotional exhaustion, commitment to SEL was positively related to perceptions about teacher-student relational closeness. Likewise, when teachers reported high levels of depersonalization and personal achievement, commitment to SEL was negatively associated with their perception of teacher-student closeness.

Tian, J., Zhang, W., & Yaqing, M. (2022) The impact of transformational leadership on teachers’ job burnout: The mediating role of social-emotional competence and student-teacher relationship. Journal of Educational Administration 60(4), 369-385. https://doi.org/10.1108/jea-04-2021-0075
This research study sought information on the impact of transformational leadership in principals on the stress and burnout rate of teachers working in primary schools in China. The results showed that the positive impact of leaders resulted in internal growth in social-emotional competence of the teacher, which positively predicted the teacher-student relationship.

Yeh, E., Sharma. R., Jaiswal-Oliver, M., & Guofang, W. (2022). Culturally responsive social emotional learning for international students: Professional development for higher education. Journal of International Students, 12(1), 19-41. https://doi.org/10.32674/jis.v12i1.2976
In this study, culturally responsive adaptations have been made for international students in higher education through professional development for faculty and staff.