Educator social-emotional competency and wellbeing contribute to warm student-teacher relationships and to trusted adults who model stress management for students¶

Claim · All claims
Evidence · 1 study · theoretical r1 · q1
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? Educator social-emotional competency and wellbeing contribute to developing warm, positive student-teacher relationships and to having trusted adults in school who model stress management and self-regulation. → Browning 2020

Evidence¶

Browning 2020¶

Browning, A., & Romer, N. (2020). To create safe and healthy schools during a pandemic, prioritize educator wellbeing. WestEd. https://eric.ed.gov/?id=ED610071

q1 · i? · theoretical · r1

The brief asserts, citing prior work (endnote 2), that educator wellbeing contributes to "warm, positive student-teacher relationships" and trusted adults modeling self-regulation. No data are presented in the brief itself; this is an attributed assertion, not a tested result.

"Educator social-emotional competency and wellbeing also contribute to developing warm, positive student-teacher relationships 2 and to having trusted adults in school who model stress management and self-regulation"

Discussion¶

Learner Variables¶

• Social Supports — outcome: instruction changes it

Related Claims¶

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