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<p>This study aimed to evaluate the effects of a 4-week social, emotional and ethical learning online training (SEELOT) on public school teachers’ stress, well-being, social-emotional learning literacy, positive and negative emotions, attention, motivation, and frustration, and to assess the impact on their classes and personal lives. During the Covid-19 pandemic, teachers from public schools in Brazil (<i>N</i> = 333) were invited to participate and were divided into two groups: an active group (SEELOT) and a waiting-list group (WLC). They were evaluated before and after one month. A robust trimmed means ANOVA was used for data analysis. The SEELOT group showed improvements in their well-being, attention, motivation, and frustration, and decreased their stress levels compared to the WLC group. Additionally, a subset of the active group participated in semi-structured interviews and reported developing new skills and knowledge related to human values, emotional management, and the ability to handle the challenges of education.</p>

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Mental health outcomes following a four week online training on social emotional and ethical learning for public school teachers

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年3月17日

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  • Guilherme Vinícius S. Romano,
  • Paulo Rodrigo Bazán,
  • João Ricardo Sato,
  • Norberto Valentin Conde J. da Cruz,
  • Eduardo dos Santos Pacifico,
  • Shirley Silva Lacerda,
  • Flávia Cristiane Kolchraiber,
  • Tyralynn Frazier,
  • Elisa Harumi Kozasa

摘要

This study aimed to evaluate the effects of a 4-week social, emotional and ethical learning online training (SEELOT) on public school teachers’ stress, well-being, social-emotional learning literacy, positive and negative emotions, attention, motivation, and frustration, and to assess the impact on their classes and personal lives. During the Covid-19 pandemic, teachers from public schools in Brazil (N = 333) were invited to participate and were divided into two groups: an active group (SEELOT) and a waiting-list group (WLC). They were evaluated before and after one month. A robust trimmed means ANOVA was used for data analysis. The SEELOT group showed improvements in their well-being, attention, motivation, and frustration, and decreased their stress levels compared to the WLC group. Additionally, a subset of the active group participated in semi-structured interviews and reported developing new skills and knowledge related to human values, emotional management, and the ability to handle the challenges of education.