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The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom OutcomesThe Garrison Institute and Pennsylvania State University
Pennsylvania State University
The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers’ SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.
Key Words: classroom management • school/teacher effectiveness • social progresses/development • stress/coping • teacher characteristics • teacher context
This version was published on March
1, 2009 Review of Educational Research, Vol. 79, No. 1,
491-525 (2009) 
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