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Oliveira, S., Cardoso, A., Martins, M. O., Roberto, M. S., Veiga-Simão, A. M. & Marques-Pinto, A. (2025). Bridging the gap in teacher SEL training: Designing and piloting an online SEL intervention with and for teachers. Social and Emotional Learning: Research, Practice, and Policy. 5

A. S. Francisco et al.,  "Bridging the gap in teacher SEL training: Designing and piloting an online SEL intervention with and for teachers", in Social and Emotional Learning: Research, Practice, and Policy, vol. 5, 2025

@article{francisco2025_1765972090093,
	author = "Oliveira, S. and Cardoso, A. and Martins, M. O. and Roberto, M. S. and Veiga-Simão, A. M. and Marques-Pinto, A.",
	title = "Bridging the gap in teacher SEL training: Designing and piloting an online SEL intervention with and for teachers",
	journal = "Social and Emotional Learning: Research, Practice, and Policy",
	year = "2025",
	volume = "5",
	number = "",
	doi = "10.1016/j.sel.2025.100118",
	url = "https://www.sciencedirect.com/journal/social-and-emotional-learning-research-practice-and-policy"
}

TY  - JOUR
TI  - Bridging the gap in teacher SEL training: Designing and piloting an online SEL intervention with and for teachers
T2  - Social and Emotional Learning: Research, Practice, and Policy
VL  - 5
AU  - Oliveira, S.
AU  - Cardoso, A.
AU  - Martins, M. O.
AU  - Roberto, M. S.
AU  - Veiga-Simão, A. M.
AU  - Marques-Pinto, A.
PY  - 2025
SN  - 2773-2339
DO  - 10.1016/j.sel.2025.100118
UR  - https://www.sciencedirect.com/journal/social-and-emotional-learning-research-practice-and-policy
AB  - This study depicts the development of an online SEL intervention for Portuguese elementary-school teachers (A+), through an exploratory sequential design. First, to ensure the relevance and applicability of the A+ , ten focus group were conducted with 66 elementary-school teachers (90.9 % female, Mage=45.56 years, SDage=5.57). Results indicated strong interest and perceived relevance among teachers regarding SEL interventions. Based on Phase 1’s identified needs and the SEL theoretical framework, a pilot version of the A+ was designed. To evaluate the efficacy and validity of the A+ pilot version, a pre-posttest mixed-methods design with 21 teachers (90.5 % female, Mage=49.00 years, SDage=6.44) was conducted. Data were collected through self-report questionnaires and analyzed using Robust Linear Mixed Models. Results suggested positive effects of the A+ program on teachers’ positive affect, responsible decision-making skills, and well-being. Additionally, teachers expressed high levels of interest and satisfaction with the proposed content and procedures. Despite its limitations, this study presents promising indicators of the A+ program’s potential effectiveness and suitability.
ER  -