TpT Survey Report: What 2,000+ Teachers Think About SEL


Administrators, teachers, and their students are all understandably struggling after multiple years of interrupted learning. Adding on to that, students’ mental health needs have never been greater. In the face of this, school leaders face a pressing issue: how can they support teachers, and in doing so, strengthen their teachers’ capacity to support students? 

In the latest installment of the State of Education series, TpT surveyed over 2,000 educators across the U.S. to understand the state of students’ well-being and social-emotional health and the ways in which schools are handling these needs. Specifically, we asked teachers how prepared they felt to take on social-emotional learning (SEL), what kind of support they received from their administration to do so, and what strategies have been working. 

This report explores these findings in-depth, and provides actionable takeaways from our U.S. educator community on this topic.

Top Findings at a Glance

Whether or not educators would recommend teaching to others is a crucial statistic for the health of the profession. Within the last few months, teachers have become more likely to consider leaving their current position and less likely to recommend it to a prospective new teacher. 

  • 16% of teachers would recommend the profession (vs. 31% in January 2022)
  • 52% are considering a job-related change (vs. 48% in November 2021) 

Students’ overall well-being is a top concern and educators are implementing promising strategies to address this. Some teachers also express some trepidation about whether they should be taking on SEL and their preparedness to do so. 

  • 81% of teachers said they’re spending more time on SEL with their students this school year than in previous years
  • 94% of teachers said students do better in school when teachers integrate SEL into the classroom
  • 64% reported their students’ social-emotional needs are too much for them to handle on their own
  • 37% said their school or district has not provided them with professional learning opportunities related to SEL
  • 59% reported their professional learning opportunities did not adequately prepare them to deliver SEL instruction

To effectively address demoralization with the profession and teachers’ capacity to deliver SEL, school leaders must prioritize their teachers’ well-being and ensure they feel valued and supported. Recommendations from the teachers we surveyed include:

  • Offering more professional development
  • Hiring counselors and social workers
  • Prioritizing adult SEL
  • Listening to teachers’ feedback
  • Providing support for student behavior

By surfacing this data, TpT aims to help school leaders prioritize actions that will support staff, and ultimately, prevent turnover. As leaders continue to develop comprehensive plans to support their schools, TpT will continue to shine a light on the voices of teachers to help improve the state of education today.

The State of Education Report is a research series by TpT that takes the pulse of educators, and measures the health of the teaching profession. Each edition focuses on challenges educators are facing and shares the promising practices educators are implementing to address them. Find past volumes here.


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