While social and emotional well-being practices don't replace mental health interventions for students in need, they do help all students develop crucial protective factors. These factors include a greater sense of belonging and emotional skills that mitigate mental health risks.

Involvement in social & emotional well-being programs is associated with reduced emotional distress, more positive self-perception and attitudes towards others, and fewer behavioral issues and disciplinary problems, while also supporting improved academic outcomes.

Citations

Aspen Institute National Commission on Social, Emotional, and Academic Development. (2019). From a nation at risk to a nation at hope. The Aspen Institute. https://nationathope.org/report-from-the-nation/

Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., & et al. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development. Advance online publication. https://doi.org/10.1111/cdev.13968

Durlak, J. A., Mahoney, J. L., & Boyle, A. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(9), 765–782. https://doi.org/10.1037/bul0000383

Education Professionals with strong social and emotional intelligence skills experience greater job satisfaction and reduced burnout. Prioritizing social and emotional intelligence and well-being helps educators build better relationships with students and manage classrooms more effectively.

Additionally, teachers who integrate social and emotional intelligence skills into their instruction feel more competent and experience lower levels of job-related anxiety.

Citations

Cipriano, C., Rappolt-Schlichtmann, G., & Brackett, M.A. (2020). Supporting School Community Wellness with Social and Emotional Learning (SEL) During and After a Pandemic, Edna Bennet Pierce Prevention Research Center, Pennsylvania State University.

Patti, J., & Stern, R. (2023). Emotional intelligence for school leaders. Harvard Education Press.

Penn State University. (2017). Teacher stress and health effects on teachers, students, and schools. Retrieved from https://casel.org/fundamentals-of-sel/what-does-the-research-say/

Leaders with high social and emotional intelligence (SEI) create more resilient, engaged, and high-performing teams. Research shows that organizations that invest in leadership coaching focused on emotional intelligence and well-being experience higher employee engagement and lower turnover; improved decision-making under stress; and increased perception of psychological safety.

Organizations that prioritize leader and team well-being see significant benefits, including reduced workplace stress and burnout; stronger relationships and workplace culture; and more effective conflict resolution and communication.

Citations

Ashkanasy, N. M., & Dorris, A. D. (2017). Emotions in the workplace. Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 67-90.

Boyatzis, R. E., Rochford, K., & Jack, A. I. (2017). Antagonistic neural networks underlying emotional intelligence and cognitive intelligence: Implications for intervention research. Frontiers in Human Neuroscience, 11, 488.

Cherniss, C., Goleman, D., Emmerling, R., Cowan, K., & Adler, M. (2020). Emotional intelligence: Issues and common misunderstandings. The Consortium for Research on Emotional Intelligence in Organizations.

Edmondson, A. C. (2019). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Wiley.

Goleman, D., Boyatzis, R. E., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Review Press.

Korn Ferry. (2022). The impact of emotional intelligence on workplace performance and culture. Korn Ferry Institute.