Bridging the gap in teacher SEL training: Designing and piloting an online SEL intervention with and for teachers

Abstract

This study depicts the development of an online SEL intervention for Portuguese elementary-school teachers (A+), through an exploratory sequential design. First, to ensure the relevance and applicability of the A+ , ten focus group were conducted with 66 elementary-school teachers (90.9 % female, Mage=45.56 years, SDage=5.57). Results indicated strong interest and perceived relevance among teachers regarding SEL interventions. Based on Phase 1’s identified needs and the SEL theoretical framework, a pilot version of the A+ was designed. To evaluate the efficacy and validity of the A+ pilot version, a pre-posttest mixed-methods design with 21 teachers (90.5 % female, Mage=49.00 years, SDage=6.44) was conducted. Data were collected through self-report questionnaires and analyzed using Robust Linear Mixed Models. Results suggested positive effects of the A+ program on teachers’ positive affect, responsible decision-making skills, and well-being. Additionally, teachers expressed high levels of interest and satisfaction with the proposed content and procedures. Despite its limitations, this study presents promising indicators of the A+ program’s potential effectiveness and suitability.