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.
Read the original post:
Teacher social-emotional skills are key to successful implementation of new practices