Teachers with strong social-emotional skills tend to implement new social-emotional intervention programs more faithfully, according to a study conducted by a University of Pittsburgh education professor published in the Society for Prevention Research’s journal, Prevention Science. This study is part of a larger special issue on schools’ readiness to implement new interventions, edited by Pitt’s Shannon Wanless and her colleague Celene Domitrovich from the Collaborative for Academic, Social, and Emotional Learning.
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Teacher social-emotional skills are key to successful implementation of new practices
