The key to unlocking student engagement and success may have as much to do with how teachers curate a successful social-emotional learning environment as their ability as instructors, says Karen G. Foley, president and CEO of JPA Chicago, a mental health nonprofit, on “The University Business Podcast.”
However, before teachers can bridge deeper connections with their students, they might first need help with their own self-development. “We oftentimes don’t think much about training with adults about social-emotional development. We figure we’re cooked, but we’re not done growing.”
Over the past decade, JPA has expanded its assistance from families to the classroom by pairing teachers with mental health consultants through the initiative, which has expanded into a pilot program with National Louis University.
, or have reportedly grappled with mental health issues in the past two years. “There are all these issues that are piling on educators at all levels, and they’re all looking for some help and some relief,” Foley says.
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Guided reflection, which can help uncover an instructor’s biases, triggers and other underlying issues, provides a key to teacher development and growth. By understanding oneself and strengthening one’s “internal capacities,” instructors can bring a more complete version of themselves to classand better address students’ struggles, Foley says. “They bring in everything from home [to the classroom], just as the children do.”
Since fully launching in 2020, Connected to Kids (commonly referred to as C2K) has connected with 417 teachers. Those who last participated in the 2024 school year reported:
- 87% reduction in teacher stress
- 95% improvement in teacher-student relationships
- 98% better understanding of student behavior
“[Trauma] is a wound,” Foley concludes. “If it doesn’t heal properly, and it gets pushed on, it can be very sensitive.”
