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Utilizing social-emotional learning supports to address teacher stress and preschool expulsion

Resource Type: Reports & Papers
Author(s): Zinsser, Katherine M.; Zulauf, Courtney A.; Nair Das, Vinoadharen; Silver, H. Callie;
Date Issued: March/April 2019
Description: Across the United States, rates of preschool expulsion exceed those in K-12 and relatively little is known of the antecedents and consequences of such disciplinary decisions for both teachers and children. Interventions to reduce expulsion from public preschool additionally benefit teachers' workplace experiences, including reducing stress. The present study explores associations among supports and resources which promote children's social and emotional learning (SEL), teacher stress, and requests for expulsions in community-based preschool classrooms. Surveys and interviews of Chicago area preschool teachers provide rich detail of teachers' experiences accessing and using supports in ways that impact their classroom emotions and disciplinary decisions. Although teachers who utilize SEL supports request fewer expulsions, the association is fully mediated by teachers' stress. Furthermore, qualitative matrix comparisons demonstrate distinct differences in how teachers who request expulsions experience and utilize supports and manage their stress as compared to those who do not make such requests. (author abstract)
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Funder(s): National Academy of Education/Spencer Postdoctoral Fellowship Program
Journal Title: Journal of Applied Developmental Psychology
Volume Number: 61
Issue Number:
Page Range: 33-42
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Child Care & Early Education Provider Workforce
Country: United States
States: ILLINOIS
ISSN: 0193-3973 Paper
1873-7900 Online
Peer Reviewed: yes
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