SOCIAL-EMOTIONAL LEARNING AND TEACHER WELL-BEING: BUILDING RESILIENT EDUCATORS FOR THE 21ST CENTURY

Abstract

The quality of education depends not only on students' academic achievement but also on the emotional well-being of teachers and learners. In the twenty-first century, rapid technological advancements, educational reforms, increased accountability, and post-pandemic challenges have intensified teachers' professional responsibilities. Consequently, Social-Emotional Learning (SEL) has emerged as a transformative approach that supports both student development and teacher well-being. Teachers who possess strong social-emotional competencies create positive classroom environments, foster meaningful relationships, reduce behavioural problems, and enhance students' academic success. Simultaneously, teacher well-being has become an essential component of educational quality, influencing teacher motivation, job satisfaction, instructional effectiveness, and retention. This theoretical paper explores the concept of Social-Emotional Learning and teacher well-being, examines their interrelationship, discusses the major dimensions, identifies prevailing challenges, and proposes strategies for promoting emotionally healthy educational institutions. The paper concludes that integrating SEL with policies supporting teacher well-being is fundamental for developing resilient, inclusive, and sustainable education systems.