American College of Education (ACE) is incredibly proud of our graduates and how their impactful research contributes to various fields. Ed.D. in Early Childhood Education graduate Dr. Sara Arin examined how early childhood educators perceive social-emotional learning (SEL) training and emotional regulation strategies in Wisconsin childcare centers. Below is a summary of Arin’s study, and we invite readers to explore the full version.
Arin interviewed 15 early childhood educators working in licensed suburban Wisconsin childcare centers to explore their perceptions of SEL training and emotional regulation strategies. The study focused on two research questions:
- Research Question 1: How do early childhood educators perceive training and education in SEL and emotional regulation for students aged three to five?
- Research Question 2: How do early childhood educators perceive SEL interventions used in classrooms?
Why Social-Emotional Learning Matters in Early Childhood
SEL helps children develop the skills needed to manage emotions, build healthy relationships, demonstrate empathy and make responsible decisions. These competencies support their academic success and overall well-being, making SEL a foundational part of early childhood education.
Early childhood educators play an important role in helping children develop these skills by creating supportive classroom environments, modeling emotional regulation and integrating SEL into everyday learning experiences. As children’s social-emotional needs have received greater attention in recent years, particularly following the COVID-19 pandemic, educators have been expected to provide even greater support for emotional development.
Although SEL is widely recognized as essential, training for early childhood educators is not always consistent. Arin’s dissertation focused on suburban Wisconsin childcare centers, where educators are expected to support children’s social-emotional development despite limited SEL-specific training requirements. Understanding educators’ perspectives on SEL training and classroom implementation may help inform future professional development and strengthen social-emotional learning practices in early childhood education.
What Research Says About Social-Emotional Learning
Before beginning the study, Arin examined existing research on SEL, educator preparation and classroom implementation.
The Importance of SEL in Early Childhood
SEL gives young children the foundation to succeed both in school and life. Learning how to manage emotions, build healthy relationships and make responsible decisions helps children engage more fully in the classroom while supporting long-term social and emotional development.
Research has linked strong social-emotional skills to improved classroom behavior, stronger peer relationships and greater academic success. Intentional SEL instruction also helps children develop emotional regulation, empathy and communication skills that support learning throughout early childhood and beyond.
Educator Preparedness and Professional Development
Early childhood educators enter the profession with varying levels of preparation to teach SEL. While some receive meaningful instruction and ongoing support, others have limited exposure to evidence-based SEL practices before entering the classroom. In Wisconsin, preparation requirements include minimal SEL-specific training, contributing to inconsistent educator experiences.
Ongoing professional development helps bridge those gaps. Workshops, coaching, mentoring and opportunities for reflection strengthen educators’ confidence in teaching SEL, responding to challenging behaviors and creating emotionally supportive classrooms. Practical, hands-on learning experiences also help educators apply research-based strategies more consistently in everyday practice.
The Role of Emotional Competence and Self-Efficacy
Educators’ confidence plays an important role in how social-emotional learning is implemented in the classroom. When educators feel prepared to teach SEL, they are more likely to integrate it into daily instruction, respond effectively to classroom challenges and create supportive learning environments.
Emotional competence is an important part of that confidence. Educators who understand and manage their own emotions are better equipped to model healthy behaviors, build trusting relationships and help children develop emotional regulation skills. Ongoing coaching, mentoring and professional learning help strengthen both educator confidence and the consistent use of SEL practices in the classroom.
Classroom Strategies for Supporting SEL
SEL is most effective when it’s part of everyday classroom experiences rather than a standalone lesson. Everyday interactions, classroom routines and teachable moments help children develop emotional regulation, communication, empathy and problem-solving skills that support learning and healthy relationships.
Play is another important part of social-emotional development. Guided and child-directed play give children opportunities to practice working with others, managing emotions and resolving conflicts in age-appropriate ways. Research suggests these experiences help build positive classroom environments while strengthening the social-emotional skills children need to succeed in school and beyond.
Barriers to Effective Implementation
Consistent implementation of social-emotional learning depends on more than understanding its importance. Limited professional development, time constraints, staffing shortages and competing classroom responsibilities can make it difficult for educators to consistently apply SEL strategies.
Ongoing coaching, supportive leadership and opportunities for collaboration help educators build confidence and strengthen SEL implementation. Without that support, classrooms may experience greater variation in how social-emotional learning is taught and reinforced.
Gaps in the Existing Research
Research has consistently shown the value of social-emotional learning for young children. However, less attention has been given to the educators responsible for teaching those skills. Arin’s study was designed to explore how early childhood educators experience SEL training, emotional regulation strategies and classroom implementation in suburban Wisconsin childcare centers.
Exploring Teacher Perceptions of SEL Training
To better understand educators’ experiences, Arin interviewed 15 early childhood educators working in licensed childcare centers across suburban Wisconsin. Each participant worked with children ages 3 to 5 and shared firsthand perspectives on SEL training, emotional regulation strategies and classroom implementation.
Rather than measuring outcomes or evaluating a specific program, the study focused on educators’ experiences. Semi-structured interviews gave participants the flexibility to discuss what prepared them to teach SEL, where training fell short and how those experiences shaped classroom practice.
The interviews were recorded, transcribed and carefully reviewed before the findings were analyzed, helping ensure the results reflected participants’ experiences as accurately as possible.
Going From Interviews to Insights
After the interviews were completed, Arin reviewed each transcript to identify recurring ideas and shared experiences across participants. Responses were grouped into common themes that reflected educators’ perspectives on SEL training, emotional regulation strategies and classroom implementation.
The analysis revealed five themes that answered the study’s research questions and highlighted common experiences across participants. These themes became the foundation for understanding how educators view SEL preparation, the challenges they face and the supports that help strengthen implementation in early childhood classrooms.
What Educators Had to Say About SEL
Educators agreed on the importance of social-emotional learning but described different experiences preparing for and putting it into practice. Their perspectives reveal both the strengths of current approaches and opportunities to better support educators.
Understanding the Value of SEL
Educators consistently described SEL as a fundamental part of early childhood education rather than a standalone curriculum. Participants viewed SEL as the foundation for helping children understand emotions, build relationships and develop self-regulation. Several educators also noted that children who struggle with emotional regulation often have more difficulty learning.
Despite differences in professional backgrounds, educators shared similar definitions of SEL. One participant described SEL as helping children “learn to self-regulate,” while another explained it as understanding “how children interact with each other emotionally.”
Gaps in Training
Many educators described formal SEL training as limited or inconsistent. While some recalled learning about child development during preservice education, practical instruction on implementing SEL strategies was often minimal. As a result, many developed those skills through classroom experience, collaboration with colleagues and self-directed learning.
Several participants described entering the classroom with little preparation. “Early in my career, I didn’t really receive a lot of social-emotional training,” one educator shared, while another recalled receiving “basically no training” before beginning classroom work.
Participants expressed a desire for more practical, hands-on professional development, including coaching, classroom modeling and opportunities to apply SEL strategies throughout their careers.
Emotional Regulation and Self-Awareness
Participants consistently emphasized that supporting children’s social-emotional development begins with managing personal emotions. As one educator explained, “If you are unregulated, you can’t help regulate a child.” Another added, “I can’t teach what I don’t know.”
Educators described emotional regulation as a skill that develops through classroom experience, mentorship and ongoing professional learning. As confidence grew, participants felt better prepared to model healthy behaviors and help children develop their own emotional regulation skills.
Implementation in Practice
Participants described social-emotional learning as part of everyday classroom life rather than a standalone lesson. Routines, conversations and teachable moments gave educators regular opportunities to help children build emotional regulation, communication and relationship skills.
Morning meetings, breathing exercises, emotion check-ins and guided problem-solving were among the strategies educators used to reinforce SEL throughout the day. Participants also emphasized the importance of adapting these approaches to meet children’s individual needs rather than relying on a one-size-fits-all approach.
Workplace Support
Participants consistently described workplace support as an important part of implementing social-emotional learning. Coaching, collaboration and encouragement from administrators helped educators build confidence and strengthen classroom practice.
Limited professional development, inconsistent leadership and few opportunities to collaborate made implementation more challenging. Participants believed stronger workplace support would help educators use SEL more consistently and effectively.
Study Contributions, Limitations and Future Directions
Like all research, the study had limitations. Arin notes that the findings reflect the experiences of 15 educators working in suburban Wisconsin childcare centers, which may limit how broadly the results apply. Because educator preparation requirements vary by state, the findings may not reflect experiences in other locations.
The study also relied on participant interviews, so responses may have been influenced by personal perspectives or social desirability bias. Virtual interviews limited opportunities to observe nonverbal communication, and Arin also acknowledges that prior professional experience in early childhood education may have influenced data interpretation despite steps taken to reduce potential bias.
Arin recommended several areas for future research, including:
- Evaluating statewide SEL training policies
- Conducting longitudinal studies to better understand how educators’ experiences evolve over time
- Using mixed-methods research to examine both educator experiences and measurable outcomes
- Exploring how leadership practices and organizational culture influence SEL implementation
- Examining culturally responsive approaches to SEL across diverse early childhood settings
Together, these recommendations point to opportunities for future research while reinforcing the importance of continued investment in educator preparation, leadership support and evidence-based professional development.
American College of Education offers affordable degree programs designed to equip aspiring leaders and early childhood educators with the evidence-based knowledge and skills needed to improve learning experiences for students of all ages.
