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For the past two years, leaders have been shouldering a big emotional burden: helping teams recover from the grief and loss of the pandemic, buoying the declining mental health of their employees, and being sensitive to people's anxieties. The empathy this requires is important to good leadership, but too much empathy can weigh you down and lead to burnout and poor decisions. This can be avoided by moving beyond empathy to the uplifting experience of compassion. "Sympathy," "empathy," and "compassion" are often used interchangeably, but whereas sympathy and empathy are emotions felt for and with other people, compassion goes beyond mere emotion to include the active intention to help others. The authors offer six strategies for leading with compassion: take a mental and emotional step away; ask "What do you need?"; remember the power of non-action; coach the person rather than doing something for them; practice self-care.

For close to two years, leaders have been thrust into the role of Counselor in Chief, helping teams recover from the grief and loss of the pandemic, buoying the declining mental health of their employees, being sensitive to people's anxieties and often publicly sharing their own vulnerabilities along the way. In short, they have been shouldering a big emotional burden.

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Effective Leaders Move Beyond Empathy to Compassion

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For the past two years, leaders have been shouldering a big emotional burden: helping teams recover from the grief and loss of the pandemic, buoying the declining mental health of their employees, and being sensitive to people's anxieties. The empathy this requires is important to good leadership, but too much empathy can weigh you down and lead to burnout and poor decisions.

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This policy paper examines the distribution and relevance of students’ growth mindset beliefs, drawing on data from the 2022 cycle of the Programme for International Student Assessment (PISA). It highlights a drop in the prevalence of a growth mindset —the belief that intelligence can develop through feedback, effort and effective strategies—between 2018 and 2022. Nevertheless, it shows that students with a growth mindset generally achieve higher scores in mathematics, reading and science, than their peers with a fixed mindset. This paper shows that a growth mindset is most common among high performers, yet the strongest performance differences linked with it appear among mid-performing students. Among low performers, the associations with achievement are weaker or inconsistent. A growth mindset also aligns positively with self-efficacy, curiosity, persistence and lower mathematics anxiety, though these associations vary by performance level. Moreover, at the classroom level, when teachers support students and cognitively challenging instruction is prevalent, the performance gap between growth- and fixed-mindset students is wider. But this pattern is not observed among struggling learners. At the school level, growth mindset clusters mirroring socio-economic disparities. These analyses highlight the importance of policies that pair mindset-supportive practices with equitable access to quality teaching and learning environments.

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Why should we pay more attention to adults’ social and emotional skills?

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Why should we pay more attention to adults’ social and emotional skills?

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Teacher education research must shape and drive transformative change towards more sustainable, socially just and inclusive futures

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Published in European Journal of Teacher Education (Vol. 48, No. 3, 2025)

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Developed by Harvard University's Ecological Approaches to Social Emotional Learning ( EASEL) Laboratory, kernels are specific activities or strategies that are commonly used by research-based programs to support the growth and development of social and emotional skills and competencies.

Kernels have been developed for grades K-6 and include a variety of activity types and instructional methods, such as games, routines, and storytelling. Each kernel includes adaptations and extension activities, as well as grade level differentiations when applicable.

Drawing from EASEL's content analysis of 25 leading SEL programs, kernels have been categorized into the following constructs: cognitive, emotional, interpersonal, character, and mindset.

Brain Power (Cognitive Skills)

The ability to direct thoughts and actions toward achieving goals.

Cognitive skills help students when they are faced with everyday tasks that require self-control, concentration, planning, problem solving, coordination, or conscious choices between different options. These skills include:

The ability to control impulses

Keep track of changing information over short periods of time

Sustain attention and ignore distractions

Switch attention between tasks when needed

Feelings Power (Emotional Skills)

The ability to identify, express, and regulate emotions, as well as understand the emotions of others.

Emotional skills are critical to positive social interactions and building relationships with peers and adults. It is difficult for students to have positive relationships with others without the ability to recognize and regulate emotions and to understand others' perspectives, needs, or feelings. These skills include:

Emotion knowledge and expression

Emotion and behavior regulation

Perspective-taking

People Power (Interpersonal Skills)

The ability to interpret others' behavior, effectively navigate social situations, and interact positively with peers and adults.

Interpersonal skills help students work cooperatively on a team, solve social problems, and coexist peacefully with others. This is especially important in the classroom where students are learning and working with others, as well as for students' ability to sustain positive relationships with others. These skills include:

The ability to understand social cues

Resolve conflicts with peers

Promote and carry out prosocial (kind, helpful) actions and behaviors

Citizen Power (Character)

A set of skills, values, and habits that help guide one's actions.

Character skills guide the choices students make, directly impacting their school and home communities. These skills are essential to functioning in a democratic society, and include the following:

Making ethical judgements

Being tolerant and accepting of differences

Following through on responsibilities, civic engagement, and community appreciation, among others

Attitude Power (Mindset)

A set of attitudes and beliefs about oneself and others.

Mindset skills support students' abilities to learn, grow, and overcome obstacles. These skills allow students to believe in their own ability to improve, and to persevere through challenging situations. Mindset skills include:

Expressing confidence in oneself and one's ability to improve

Identifying positive traits in oneself and others

Approaching challenging situations with optimism and positivity

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SEL Kernels™ | Greater Good In Education

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Developed by Harvard University's Ecological Approaches to Social Emotional Learning ( EASEL) Laboratory, kernels are specific activities or strategies that are commonly used by research-based programs to support the growth and development of social and emotional skills and competencies.

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While there's been a lot of buzz around social-emotional learning (SEL) and psychosocial support (PSS) for students, there's not much consensus around definitions and strategies, making it difficult to communicate, design programs, and conduct assessments. This lack of transparency is especially challenging in emergency education contexts where the need for SEL skills and PSS supports is urgent. Additionally, much of the research on social-emotional development and wellbeing comes from western, stable countries and reflects the norms of these contexts, making it difficult to translate practices effectively.

To better provide PSS and SEL initiatives and programming to vulnerable children around the world, the EASEL Lab in partnership with the Inter-agency Network for Education in Emergencies (INEE) has developed a toolbox to help stakeholders working in global emergency education contexts explore a range of PSS-SEL approaches currently in use and adapt them to a local context.

"The PSS-SEL Toolbox is a much needed and unprecedented resource for stakeholders engaged in work in Education in Emergencies globally," says Professor Stephanie Jones, director of the EASEL Lab. "We expect it to provide a wealth of information and support to many global actors focusing on social and emotional learning and related areas, essentially operating as an open-source global public good."

Here, EASEL Lab's Research Manager Sonya Temko, Ed.M.'16, and EASEL Lab Project Coordinator Bryan Nelson, Ed.M.'15, explain the project's origins, how to use it, and next steps.

How did this project originate?

Sonya Temko: This project came out of and builds on previous projects, including EASEL Lab's Taxonomy Project [which seeks to help researchers, educators, and schools navigate models for social emotional learning and corresponding terms] as well as a previous collaboration between the lab and INEE to understand and navigate global SEL frameworks, guidance documents, and approaches to measurement and assessment used primarily in education emergencies. When we started the project, the first step was to engage with a lot of different stakeholders across the fields of PSS and SEL and Education in Emergencies and codesign a core framework together. In those meetings, we heard from folks in the field that they didn't want another framework. What they really wanted were tools to navigate the existing frameworks to help implement them in a local context. We redesigned the project to be a toolkit that helps support that end goal.

What is an SEL Framework and how is it typically used?

Bryan Nelson: When we talk about frameworks, we're talking about ways to organize the skills people see as important and want to target and emphasize. Each framework defines each skill in a different way, and they don't always align to each other. The toolbox can help translate from one framework to another and help us understand what's actually in the framework and what it emphasizes [so people can choose what works for their context and their programming goals].

Temko: What we often see, is, in the same ways research on SEL and PSS is very much based in western, stable contexts and not in emergency settings, the same is true of the frameworks used in the field. So this toolkit helps people to see what's inside each of them, to take the parts that may be relevant to them, and contextualize them to their setting.

"The PSS-SEL Toolbox is a much needed and unprecedented resource for stakeholders engaged in work in Education in Emergencies globally. We expect it to provide a wealth of information and support to many global actors focusing on social and emotional learning and related areas, essentially operating as an open-source global public good." - Stephanie Jones, EASEL Lab Director

So how does the toolbox work?

Nelson: It's a learning tool. There are three sections to this toolbox. The first one is a set of interactive data tools and that's used to understand the existing frameworks - what's out there, what's included in them, what skills do they target. This breaks it down for you and helps you see how they compare to each other. The second part includes support for the process of contextualization and localization - mainly PDFs, worksheets, guides, questions, and supports for building out focus groups and other community engagement activities to gather diverse perspectives. The third section contains additional resources like case studies of how stakeholders in different countries used the Toolbox during field testing, other ways to use the site, and our literature review.

Is this something that was designed for a specific user or can it be used in a variety of contexts for different purposes?

Temko: So far, we've had a broad range of users making sure they're addressing the local needs of the population they serve. We field tested it in 13 different countries. Some used it with teachers in training to learn about the different skills and how they can support students in developing those skills and support student wellbeing. Sometimes, it was used by university-based researchers to conduct their research on PSS and SEL. We also had stakeholders at the policy and ministry of education level who used it to develop national frameworks. It was also used by NGO's in refugee settings supporting program design. It's also been used to create context-relevant resources for online open courses.

How do you hope to see this impacting the field of global education and/or emergency education?

Temko: One hope we have is that funders can embed time to use this toolbox and localize into how they fund and track programs. We hear so often that, "Oh, we really wanted to contextualize our program but things in emergencies move fast and we didn't have the time or the funding or the people power." If we're able to embed [the toolbox] at different levels of implementation and planning, we hope it can make a change in the resources and approaches taken in the field. Ultimately, we want to help move the field towards using more materials and approaches to PSS and SEL that are relevant to, designed for and by, the people that they serve. So much of this field is taking things from the west and importing with little contextualization - and we know that when it comes to PSS and SEL the local culture, norms, and context matter. So, we've done a lot of work to find frameworks from diverse places and highlight ways people can incorporate localization and contextualization in their work at the ministry level, program design, and research. Whatever the end goal may be, we really hope it enables people to do deep, meaningful local work to support children's wellbeing.

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A new toolbox to help adapt social emotional learning to diverse contexts around the world

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Social and Emotional Learning | CASEL - Casel Schoolguide

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Schoolwide social and emotional learning is linked to academic success, building stronger relationships, and leading happier, healthier, more fulfilling lives. The CASEL Guide to Schoolwide SEL helps schools with using social and emotional learning standards, and implementing social and emotional le…

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Supporting SEL at Grade-Level or Content Area Team Meetings

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Discussion prompts that guide teachers to reflect and collaborate on effective SEL implementation.

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Talent and hard work aren't mutually exclusive
Today, I've asked Andrei Cimpian to share his tip of the week.
Let's play a game. Close your eyes and think of a young person in your life who has a lot of intellectual potential but hasn't lived up to it because of a lackluster work ethic.

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Talent and hard work aren't mutually exclusive Today, I've asked Andrei Cimpian to share his tip of the week. Let's play a game. Close your eyes and think of a young person in your life who has a lot of intellectual potential but hasn't lived up to it because of a lackluster work ethic.

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How well do you feel and understand what others are feeling?

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Explore SEL was designed and developed by Friends of The Web , in collaboration with the EASEL Lab. Friends of The Web is a digital studio in Baltimore that helps research labs, graduate programs, and other teams from colleges and universities effectively communicate their research to a broader audience.

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The following principles can guide educators in the creation of trauma-informed practices, empowering students to bring forth their best selves in mind, body, and spirit.

Create greater safety for all children by offering choices through invitational language.

Sadly, some students have never felt a sense of safety at home, at school, or in their own bodies. Many traumatized children and teens live in states of hypervigilance, always assessing whether their environment is safe or not.

Giving students the choice to participate (or not) in a wellness practice can cultivate a greater sense of safety by:

communicating to them that they can collaborate with you on what works best for them;

empowering them with agency to make their own decisions about what is most comfortable for them;

promoting trust as students' individual experiences are taken into consideration and valued.

If participation is not a choice, create choices by using invitational language (and avoiding directive language) within the practice.

Invitational language does not assume there is only one way or a right way, but rather empowers students with the underlying beliefs that their thoughts and feelings matter. It also helps them to understand that individual experience may vary and is neither right nor wrong-it is simply their experience.

Expect a variety of reactions.

Multi-sensory reminders of traumatic memories can be triggered by almost anything. Thus, when crafting a wellness practice, do not assume the experience is pleasant or helpful even if it is a common practice.

For example, we may assume breath work helps everyone relax. For some students who have experienced trauma, making what seems like a benign request such as "As we start, take a deep breath" can trigger a traumatic flashback.

Children and adults who have experienced trauma may experience constricted breath or may be unable to take a full, deeper breath. Those who feel that their heart rate is always racing may find that drawing attention to the breath sends them into a fear state with accompanying sympathetic hyperarousal.

For many who have experienced trauma in their lives, closing their eyes may also trigger a traumatic flashback. Thus, throughout a practice, it is important to give participants the choice of whether to open or close the eyes.

Finally, body scan practices can be very difficult or intolerable for children, teens, and adults with eating disorders. More specifically, drawing attention to one area of the body, the throat, can trigger a traumatic flashback for students who have asthma, were nearly strangled or drowned, etc. With these caveats in mind, exercise caution when inviting students to focus their attention on specific body parts.

Invite exploration and be prepared for the possibility of distress.

Some mindfulness practices begin by asking students to bring attention to distress or to think about a distressing time in life, and then to notice how this feels in their bodies. These types of suggestions can magnify the distress, leading to a traumatic flashback. A traumatized child may then either shut down or go into a hyper-aroused state.

During a practice, educators can invite students to explore the internal experiences of thoughts, feelings, and sensations, while at the same time allowing for the option to stop the exploration if it brings too much distress.

If a student experiences stress during a practice, educators can also help them to regulate their nervous system by noticing neutral or pleasant sensations like the feeling of their feet on the ground or the sound of laughter on the playground.

A pain reaction within a practice can also revolve around a traumatic experience, so it's important NOT to tell participants "Don't worry about it; it's okay." Instead, invite participants to focus on something else in the present moment that might be true (i.e., comfortable and neutral sensations).

Aside from sensations of distress, what else exists in the present moment that is less distressing, less painful, or more comfortable?

Notice any pleasant sensations you are feeling-warmth, coolness, or softness. If unpleasant sensations arise, redirect your attention back to areas of comfort in your body-perhaps to your hands, fingers, toes, or wherever you feel most comfortable.

Encourage curiosity and avoid prescriptions.

Students who live in traumatizing homes are often told that their experience is incorrect or invalid, so they may begin to doubt their ability to view their lived experience accurately. If the practice states that something is "good" when it is not experienced in that way, a student may continue to believe his thoughts or feelings don't matter.

Thus, it is important not to project upon participants what you want their feelings to be-or to place a value judgment on an experience. Also, encouraging curiosity frees the participant to simply describe their experience, whether it is good, bad, or neutral.

Be mindful of body experiences.

Neuroception describes how neural circuits distinguish whether situations or people are safe, dangerous, or life-threatening. When students have experienced trauma, they may have faulty neuroception, and they can interpret even benign glances as being dangerous. Thus, a student who is neuro-diverse or who has experienced trauma may have great difficulty making eye contact or being too physically close to a peer.

Because directing students to make eye contact with a classmate during a practice can be distressing, offer options to help students feel safe when engaging with others.

Source: Elaine Miller-Karas, LCSW

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The following principles can guide educators in the creation of trauma-informed practices, empowering students to bring forth their best selves in mind, body, and spirit. Sadly, some students have never felt a sense of safety at home, at school, or in their own bodies.

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While teaching social-emotional learning (SEL) is important for all students, it is especially important for students with learning, attention, and social differences who may show lagging SEL skills.

Accessing SEL and mindfulness in traditional ways may be challenging for students with special needs. Hence, the need for educators to take steps to ensure that all students are benefiting from these lessons. Here are some general guidelines for adapting practices with students with learning challenges.

Make the Abstract More Concrete

SEL and mindfulness often require abstract thinking, such as inferring what another person is feeling or understanding the nuances of what it means to "listen" or "pay attention." This can be challenging for students with learning disabilities who are more concrete or literal thinkers and have trouble with abstract reasoning. Students with intellectual disabilities are also likely to struggle with understanding the purpose of a mindfulness or SEL lesson without instructional supports.

Therefore, before starting any lesson on a social-emotional concept (e.g., respect, kindness, empathy, trustworthiness), educators need to break down the concept in ways that make it less abstract.

An educator wants to teach her class about respect, but knows that students struggling with verbal reasoning may have trouble grasping the meaning of "respect" in a definitive way. To help her students, she brings in stories, visual aids, and role-playing scenarios that provide examples of what respect and disrespect look like in action.

A teacher wants to infuse mindfulness as a habit of mind in his classroom and prompts students to "pay attention" during activities. Knowing that the direction "pay attention" is abstract, he thinks through what paying attention actually entails. He breaks down the concept into a whole-body listening mode where students can see that "paying attention" is not just about listening with ears, but also involves not talking, trying to keep the body still, and thinking about what you're supposed to be thinking about. He creates a visual aid and models what "paying attention" does and does not look like before beginning a mindfulness practice.

Before teaching a lesson on "filling up each other's buckets with kindness," an educator makes an adaptation to the lesson to help one of her mainstreamed students with an intellectual disability understand the lesson better. Before the lesson, she asks another student to be a buddy to the student with a disability. She teaches the buddy student to help her peer sort pictures of children doing kind or not-kind behaviors into buckets marked "kind" and "not kind." This makes the task more concrete and visual for the mainstreamed peer-and also gives the buddy peer a chance to practice kindness by helping teach the lesson.

Check the Mode of Instruction

Many SEL practices involve reading, writing, and sharing verbally. For a student with a language-based learning disability (e.g., Dyslexia, Dysgraphia, or Receptive/Expressive Language Disorder), these practices can pose a challenge.

A student with a verbal or written expression disability may struggle with practices that involve reflection and expression. A teacher with a student who has a writing disability notices that journaling is difficult for this student, so he provides sentence starters as scaffolds. For instance, instead of "write down three things you are grateful for and why," the teacher gives the student a pre-printed prompt that reads, "I am grateful for ________ because _________." The teacher also lets the student sometimes draw what they're grateful for-or tell a peer.

A teacher leads a morning circle activity where students discuss a prompt. A student with verbal expression challenges needs "priming" for the prompt (i.e., extra "think time" before sharing his thoughts). With this in mind, the teacher provides a written prompt on the board before the morning circle and then has a quick chat with the student to spark his thinking. The student also has a "cue card" ready with his written answer before beginning the activity, so he doesn't feel pressured or put "on the spot."

A high school teacher assigns a novel for the whole class to read, asking students to respond to the text using a prosocial lens; she plans to use character analysis to teach a deeper social-emotional concept of compassion. The text chosen is beyond the reading level of one of her students. The teacher conferences with the student before the assignment and collaboratively problem solves by giving the student a few options, including: 1) allowing the student to listen to the book on audio before the class discussions, 2) assigning the text early so the student can read it with the Resource Specialist or tutor-in advance, or 3) selecting an alternative text.

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Adapting Practices for Students with Special Needs | Greater Good In Education

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While teaching social-emotional learning (SEL) is important for all students, it is especially important for students with learning, attention, and social differences who may show lagging SEL skills. Accessing SEL and mindfulness in traditional ways may be challenging for students with special needs.

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What am I Teaching?

What is missing from this lesson or practice? How can I enhance this content to engage all of my students?

After preparing a kindness unit, an elementary teacher shares her plans with colleagues and realizes that several elements are missing from her lessons, including a stronger focus on student-centered learning. After reflecting on how to be more inclusive, she decides to incorporate the following: 1) "kindness exemplars"representing the diverse students in her classroom; 2) consultation with students and families regarding their beliefs about kindness and acts of kindness; 3) teacher-student collaboration with students modeling lesson activities and practices for their peers, and 4) a student-driven project like a "kindness challenge."

Are there stereotypes or prejudices that this lesson or practice may implicitly promote?

Some bullying lessons can oversimplify the distinction between bullies and victims and don't always focus on WHY many children are bullied: they don't fit into the status quo.

Instead, teachers can invite their students to unpack stereotypes they might hold about their peers, especially those that appear to look or act differently than the majority. Teachers can also challenge basic assumptions students might have about bullying (e.g., there are two kinds of people: bullies and their victims; bullies and victims are types of people who really can't change) and promote a growth mindset about people's capacity for change.

Are the key topics and terms in this lesson or practice accessible (and acceptable) to students and their families?

Although many teachers use the term "mindfulness," and share "mindfulness" practices with students, it's actually difficult to define, and considered a controversial practice by some families and religious communities. So it's important for an educator to consider when or how they will describe it to students in their classroom and community. Some teachers refer to it as "awareness" or "a way of paying attention to something-right now"-or as a form of "cognitive training." Regardless, it's crucial to acknowledge the possible reservations and questions some families may have about "mindfulness."

Who am I teaching?

Who is not being addressed or included in this lesson?

When teachers direct their students to "close their eyes" at the start of a mindfulness practice, they are not considering students who may have experienced trauma. If they invite students to choose whether they would like to close their eyes, gaze downward, or keep their eyes open, they are providing options that may help students to feel more psychologically and emotionally safe in the classroom.

How might my beliefs about this topic, lesson, and/or practice differ from my students' and their families' beliefs? Does this practice privilege my values over theirs in any way?

Before asking students to participate in a specific gratitude practice, a teacher considers his beliefs about how to express gratitude to others. Studies tell us that different cultures share gratitude in very different ways (e.g., verbally, through gifts, etc.). Since he doesn't know how his students typically express gratitude, he invites them to interview families and community members about what they are grateful for and how/when they share gratitude with others. Then, his students return to class and report on their interviews.

This activity encourages curiosity while opening the door to a wider discussion of cultural differences. It also provides an opportunity for students to share practices or rituals that everyone can try.

How is this lesson or practice relevant to all of my students?

During class meetings and community circle practices, an elementary teacher emphasizes the importance of "active listening," directing her students to make eye contact with one another. However, she learns that some of her Native American, Hispanic, and Japanese students do not use eye contact to demonstrate empathy, respect, and/or engagement. Instead, the teacher asks her students about some of the ways they listen to each other in their respective communities. Then, students share the ways they communicate respectful interest (e.g., nodding, not interrupting, etc.).

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Making Practices Culturally Responsive | Greater Good In Education

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What is missing from this lesson or practice? How can I enhance this content to engage all of my students? After preparing a kindness unit, an elementary teacher shares her plans with colleagues and realizes that several elements are missing from her lessons, including a stronger focus on student-centered learning.

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Kindness and Compassion for Students | Greater Good In Education

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Funding Source: Wend Ventures Team Members: James Floman, Annette Ponnock, Marc Brackett, Hannah Asis, Jahnvi Jain
Educators’ well-being plays an influential

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Behavioral and Valuation Contingency: Why the Same Dispositions Lead to Different Social Evaluations Across Contexts

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Behavioral and Valuation Contingency: Why the Same Dispositions Lead to Different Social Evaluations Across Contexts

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Integrating positive psychology into an English as a foreign language teacher education program

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Integrating positive psychology into an English as a foreign language teacher education program

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Integrating positive psychology into an English as a foreign language teacher education program - Asian-Pacific Journal of Second and Foreign Language Education

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Positive psychology (PP) is the study of the role of positive emotions in optimizing performance. In response to a dearth of research on harnessing the potential of PP in enriching language teacher education, the present study aimed at integrating PP into an English as a foreign language teacher education program to assess its effects on the development of positivity among teachers and possible improvement in their instructional practice. To that end, first the PERMA-Profiler was administered to 25 teachers, who were about to attend a teacher training course. The results of this phase revealed the need for an intervention to raise three focal participants’ awareness of the tenets of PP since they scored below the mean on the scale. During the second phase, the three focal participants were trained in the principles of PP for six weeks. They were also asked to write reflections about the instruction they received on a weekly basis. Thematic analysis of their reflections indicated that the teachers formed positive emotions, engagement, relationship, meaning, and accomplishment, which resulted in their enhanced instructional practice. Moreover, the participants believed that the intervention helped them actively engage with the main teacher training course. The findings imply that PP has the potential to enrich teacher education programs.

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Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives

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Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives

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Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives - International Review of Education

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This article discusses the current focus of education policies around the world on working with benchmarks, indicators and targets. Its aim is to increase knowledge of potential strategies to meet the fourth United Nations Sustainable Development Goal (SDG 4), which strives for quality education. The SDGs form part of the United Nations (UN) “2030 Agenda for Sustainable Development”, which was unanimously adopted in 2015 by all UN Member States as a “plan of action for people, planet and prosperity”. Structure and agency theory form an important starting point of this article, allowing the ten targets within SDG 4 to be separated and viewed from micro-, meso- and macro-level perspectives. This analysis explores the idea that reaching the SDG 4 targets is a responsibility shared among individuals, education and training institutions, and regulating governments.

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Language attitude and willingness to communicate: A longitudinal investigation of Chinese young EFL learners

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Language attitude and willingness to communicate: A longitudinal investigation of Chinese young EFL learners

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Geoeconomic Fragmentation and Workforce Transformation: Addressing the Challenges and Opportunities of Global Economic Shifts by 2030

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Geoeconomic Fragmentation and Workforce Transformation: Addressing the Challenges and Opportunities of Global Economic Shifts by 2030

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Geoeconomic Fragmentation and Workforce Transformation: Addressing the Challenges and Opportunities of Global Economic Shifts by 2030

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Geoeconomic Fragmentation and Workforce Transformation: Addressing the Challenges and Opportunities of Global Economic Shifts by 2030

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Understanding L2 Embarrassment: Insights from Mixed-Method Research on Language Learners  

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Understanding L2 Embarrassment: Insights from Mixed-Method Research on Language Learners  

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Understanding L2 Embarrassment: Insights from Mixed-Method Research on Language Learners

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Understanding L2 Embarrassment: Insights from Mixed-Method Research on Language Learners

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Stress, Burnout, Anxiety and Depression among Teachers

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Stress, Burnout, Anxiety and Depression among Teachers

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Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review

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Background: Worldwide, stress and burnout continue to be a problem among teachers, leading to anxiety and depression. Burnout may adversely affect teachers’ health and is a risk factor for poor physical and mental well-being. Determining the prevalence and correlates of stress, burnout, anxiety, and depression among teachers is essential for addressing this public health concern. Objective: To determine the extent of the current literature on the prevalence and correlates of stress, burnout, anxiety, and depression among teachers. Method: This scoping review was performed using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). Relevant search terms were used to determine the prevalence and correlates of teachers’ stress, burnout, anxiety, and depression. Articles were identified using MEDLINE (Medical Literature Analysis and Retrieval System Online), EMBASE (Excerpta Medica Data Base), APA PsycINFO, CINAHL Plus (Cumulative Index of Nursing and Allied Health Literature), Scopus Elsevier and ERIC (Education Resources Information Center). The articles were extracted, reviewed, collated, and thematically analyzed, and the results were summarized and reported. Results: When only clinically meaningful (moderate to severe) psychological conditions among teachers were considered, the prevalence of burnout ranged from 25.12% to 74%, stress ranged from 8.3% to 87.1%, anxiety ranged from 38% to 41.2% and depression ranged from 4% to 77%. The correlates of stress, burnout, anxiety, and depression identified in this review include socio-demographic factors such as sex, age, marital status, and school (organizational) and work-related factors including the years of teaching, class size, job satisfaction, and the subject taught. Conclusion: Teaching is challenging and yet one of the most rewarding professions, but several factors correlate with stress, burnout, anxiety, and depression among teachers. Highlighting these factors is the first step in recognizing the magnitude of the issues encountered by those in the teaching profession. Implementation of a school-based awareness and intervention program is crucial to resolve the early signs of teacher stress and burnout to avoid future deterioration.

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The evidence-base for positive psychology interventions: a mega-analysis of meta-analyses

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The evidence-base for positive psychology interventions: a mega-analysis of meta-analyses

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The evidence-base for positive psychology interventions: a mega-analysis of meta-analyses

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This study provides a quantitative synthesis of meta-analytic evidence for the effectiveness of very broadly defined positive psychological interventions (PPIs), i.e. interventions that enhance wel…

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In Conversation with Gary Barkhuizen: Pedagogizing Identity in Language Teacher Education

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In Conversation with Gary Barkhuizen: Pedagogizing Identity in Language Teacher Education

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In Conversation with Gary Barkhuizen: Pedagogizing Identity in Language Teacher Education - Özgehan Uştuk, Bedrettin Yazan, Gary Barkhuizen, 2024

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5 Must-Read Articles From the SEL Journal

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5 Must-Read Articles From the SEL Journal

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Dr. Denise Buote Managing editor SEL Journal

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5 Must-Read Articles From the SEL Journal - CASEL

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Key Points Back to top Article 1: We Will Build Together: Sowing the Seeds of SEL Statewide Back to top This article outlines a powerful approach to implementing SEL in public schools across California, showing how systemic change can occur at a large scale. The authors share the conditions that made this work possible, then […]

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Welcome to educate to self regulate a podcast for educational leaders, teachers and students, where in less than 20 minutes, Dr Shyam Barr (Assistant Professor of Learning Sciences) and Rory McCaughey (Primary School Educator) unpack educational research to support you and your students to become better learners.

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Welcome to educate to self regulate a podcast for educational leaders, teachers and students, where in less than 20 minutes, Dr Shyam Barr (Assistant Professor of Learning Sciences) and Rory McCaughey (Primary School Educator) unpack educational research to support you and your students to become...

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Through the European Language

Portfolio: An Embedded

Mixed Methods Study

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Cognitive theories of motivation seek to explain our behaviors as a product of the careful study and active processing and interpretation of information received.

Such a perspective runs counter to rationalizing our behaviors as a result of automatic responses governed by preprogrammed rules or innate mechanisms involving drives, needs and reactions.

Our actions in addition to what motivates us to engage in such particular actions are the product of deliberate thought processes such as beliefs, expectations, knowledge about things and past experiences.

Assumptions

Proponents of cognitive theory of motivation assert that our expectations guide our behaviors, usually, in ways that would bring about desirable outcomes.

Cognitive motivation is believed to be rooted on two basic factors:

The first factor involves information available to us. Initially, we will process a situation based on whatever input is immediately available to our senses.

The second factor involves our past experience, which we refer to when we try to make sense of information presently available and in determining how to respond or relate to the current situation.

Types of Motivation

Deci and Ryan suggest that there are two types of motivation.

Intrinsic motivation is the force that compels us to fulfill our inner potential and interests. This type of motivation corresponds to our inherent desire to express our authentic selves through selected actions and behaviors, across different settings, whether at work or at play.

Moreover, intrinsic motivation is quite effective as those of us who are intrinsically-motivated feel that we can influence and determine the outcomes of our efforts.

The notion of intrinsic motivation helps explain why some people prefer a lower-paying job that they like over a more lucrative one which may offer more material rewards but not as much enjoyment.

Extrinsic motivation, on the other hand, is experienced when our actions are influenced by the desire to attain goal objects or rewards. Rewards may be tangible, such as food or money, or intangible, such as pride and recognition.

Goal Setting Theory

According to one cognitive theory of motivation, the Goal Setting Theory, three factors affect our probability of success in achieving an outcome. Specifically, these are

1. the time set for the attainment of a goal

2. the degree of complexity or difficulty of the goal

3. the specificity of the goal

Ideally, the shorter the time between the initiation of action toward a goal and the time the goal is achieved, the greater are the chances of success. With regard to level of complexity of the goal, this factor determines how attractive the goal is to us.

A goal is most attractive and appealing to us if it is neither too easy nor too difficult to attain. Goals that are too easy fail to provide satisfaction while goals that are too difficult to obtain can cause us to feel discouraged and expend less effort in trying to attain the goal.

Furthermore, goals need to be precise so that we know exactly what is expected of us and the type and amount of effort / actions needed in order for us to attain the goal.

Expectancy - Value Theory

Simply stated, the Value Theory asserts that our motivation and probability of success in attaining our goals largely depend on our expectation of success multiplied by the value we place on success.

Different people have varied expectations, which are influenced by past experiences and appraisals of these past experiences, in addition to social and cultural factors such as parental values and gender-role stereotypes.

Those of us with positive expectations are convinced that we have what it takes to succeed at a task while those with negative expectations believe in their impending failure.

People who expect to succeed at attaining a goal and to whom the attainment of the goal is quite important, are more highly motivated to engage in actions that will ascertain attainment of the goal.

Attribution theory suggests that we, as learners, have a deeply-rooted need to understand how and why we encounter success or failure at a task, especially when the outcome is an unexpected one.

Some explanations or causal attributions that people make may be related to amount of effort, degree of luck, ability levels and task difficulty.

An important concept supported by this theory is that of locus of control, which has to do with whether we believe our success or failure to be the result of internal factors such as our own ability and effort (internal locus) or of external factors such as difficulty of task (external locus).

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Cognitive Theory of Motivation - The Psychology Notes Headquarters

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Cognitive theories of motivation seek to explain our behaviors as a product of the careful study and active processing and interpretation of information received.