Teachers as Social Justice Advocates: Empowerment and Silence in Transformative Social and Emotional Learning (TSEL) Implementation

Transformative social and emotional learning (TSEL) is a social justice advocacy practice that encourages individuals to critically examine the root cause of inequity and to take collaborative action to address social inequity. However, the recent rise of antidiversity, equity, and inclusion (DEI) policies have likely discouraged teachers from implementing TSEL. To advance social justice advocacy in education, this study aimed to explore factors contributing to teachers’ empowerment and silence in TSEL implementation. Data from semistructured interviews with 20 teachers from diverse backgrounds across the United States were analyzed using thematic analysis. We identified distinct sets of relational and structural factors shaping teachers’ empowerment and silence, respectively. Motivating factors fostering teacher empowerment included colearning relationships among teachers, supportive relationships with school leaders, supportive relationships with teacher mentors and other professionals, access to model teaching resources, safe school climate, and pre-service teacher education. Hygiene factors contributing to teacher silence included disagreements with parents, disagreements with other colleagues, anti-DEI policies, and competing school priorities. The findings provide implications for school psychologists regarding how to support teachers’ emotional safety and professional development related to TSEL implementation.Impact StatementThis study highlights the dual forces that either empower or silence teachers in implementing TSEL amid anti-DEI policies. By identifying both motivating and hygiene factors, the findings offer actionable insights for school psychologists to create school environments where TSEL and social justice advocacy work can thrive.