Evaluation of resilience in schools and educators (RISE): an adult-centered social-emotional learning program for K-12 educators
Date
2024
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Abstract
Educators' mental health and well-being has become imperative to address post the COVID-19 pandemic as the risk for burnout has increased (Jennings & Greenburg 2009; Schonert-Reichl, 2017; Oliveira et al., 2021). However, current research on adult-focused social-emotional learning (SEL) programs aimed at increasing educator well-being is still new (Oliveira et al., 2021). The present study examines the Resilience in Schools and Educator's program (RISE) program, developed by the Center for Resilience & Well-being, through the University of Colorado, Boulder, focusing on universal, school-based prevention specifically for educators (Fitzgerald et al., 2021). RISE aims to enhance educators' social-emotional competence (SEC), emotion-focused relationship skills and resilience. The goal of the current study was to confirm the factor structures of the three main constructs within the RISE logic model (e.g., Educator SEC, RISE Skills and Educator Well-being) and determine if there was meditation present between these constructs and program dosage on educator well-being. Results demonstrated that no direct associations were found between number of workshops (b = 0.002, SE = 0.007, p > 0.05) and number of coaching sessions (b = -0.007, SE = 0.006, p > 0.05) and educator well-being as well as no indirect associations between dosage and well-being mediated by Educators' SEC or RISE Skills. Future recommendations for the RISE program are discussed.
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Embargo expires: 05/20/2025.
Subject
educator well-being
social emotional learning
prevention science
adult-focused