Published In
Social and Emotional Learning: Research, Practice, and Policy
Document Type
Article
Publication Date
5-12-2025
Subjects
Transformative Social and Emotional Learning, Educator preparation -- Teacher candidates, Teacher educators, Empirical research, Implementation science
Abstract
Despite two decades of research on positive impacts of social and emotional learning (SEL), many teachers feel underprepared to support their students’ SEL. The purpose of this qualitative study is to describe the efforts of several of Oregon’s Educator Preparation Programs (EPPs) to conceptualize and carry out implementation of Oregon’s SEL standards to better support future teachers. We explored how EPPs across Oregon are addressing these new standards with interviews of four institutional representatives who are members of The Oregon Collaborative for SEL in Educator Preparation (OCSEP). The findings of this study provide valuable insights into the challenges and opportunities associated with implementing SEL state standards for EPPs and how to better support SEL standard implementation moving forward. The paper concludes with suggestions for future directions for SEL standards in educator preparation, emphasizing the need for ongoing evaluation, refinement, and adaptation to different teacher preparation contexts. Challenges and obstacles encountered during the implementation process are discussed.
Rights
Copyright (c) 2025 The Authors Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License.
Locate the Document
DOI
10.1016/j.sel.2025.100115
Persistent Identifier
https://archives.pdx.edu/ds/psu/43646
Citation Details
Rush, K., Hata, M., Hon, D., & O’Neil, L. V. (2025). Implementation of transformative SEL standards for preparing future educators: A case study. Social and Emotional Learning: Research, Practice, and Policy, 5, 100115.