An examination of factors influencing teachers’ fidelity to and capacity for SEL

Social and emotional learning (SEL) is increasingly recognized as an important aspect of the school improvement process as more states, districts, and schools seek to improve the socioemotional and academic outcomes of students. Despite its growing popularity, and the centrality of teachers in SEL, only a paucity of current scholarship empirically and/or theoretically examines their perceptions of their competency for and fidelity to SEL implementation, and the factors by which both are influenced. This study interviewed 21 teachers from four districts to explores teachers' perceptions of their competence in implementing SEL interventions and the factors influencing their ability to effectively integrate SEL practices into the classroom. Findings reveal that while teachers generally feel competent in relationship-building and empathy, they struggle with applying SEL principles during behavioral challenges, particularly in the face of role ambiguity, stressors, and limited professional development support. The research highlights how personal experiences and identity shape teachers' commitment to SEL, with school leadership playing a key role in creating supportive environments. However, macro-level challenges, including standardized testing pressures and socioeconomic inequities, hinder SEL implementation, particularly in schools serving marginalized students. The study suggests that addressing these challenges and providing systemic support can improve SEL practices and enhance student well-being.