Securing the foundation: Providing supports and building teacher capacity for SEL implementation through a university-based continuing education course

Investing in and promoting educators’ own SEL can improve student outcomes. However, few teacher preparation programs include opportunities for building Adult SEL capacity in their curricula (Schonert-Reichl, 2017), leaving gaps in educators’ knowledge and skills related to SEL implementation. Therefore, in-service education is needed. In this paper, we explore changes in perceptions of support and SEL capacities among PK-12 educators who completed a credit-bearing university extension course focused on SEL. We used mixed effects models to assess changes in scale means between pre-course and post-course survey responses. There was strong improvement from pre- to post-course ( p < .001) in support received and SEL capacities, posited requisites for successful SEL implementation. Exploratory analyses illustrate the possibility that university extension courses focused on Adult SEL could have a role in improving teacher well-being. Overall, results point to the potential of universities as partners in advancing social and emotional learning to improve adult– and student– well-being, engagement, and performance. This paper contributes to the burgeoning literature of Adult SEL by exploring a university extension course and it’s impacts on SEL support and teacher capacity. Findings illuminate significant improvement in course participant scores from pre- to post-course. Policymakers should consider the benefits of funding and expanding continuing education courses on SEL for in-service educators. Current educators who are also looking for support to expand their capacity to implement SEL may consider participating in an in-depth learning experience with a focus on Adult SEL.