Coaching Teachers to Implement Equity and Social and Emotional Learning Focused Curricula in the Classroom: Insights from a Randomized Controlled Trial

Teacher coaching has frequently been used to support the implementation of social and emotional learning (SEL) interventions in classrooms. Though research on effective SEL implementation coaching strategies is growing, less is known about coaching to support equity-focused SEL. The present study sought to address this gap through an examination of coaching provided in a randomized controlled trial in which schools were assigned to either (a) an active control condition, where they received teacher coaching supports for the implementation of the SEL curriculum, Second Step or (b) an intervention condition where they also received an equity-focused set of lessons as an augmentation to Second Step, plus coaching supports for the implementation of both. The current study aimed to assess fidelity to the coaching models, examine coaching acceptability, and explore teacher engagement in coaching among 106 coached teachers across both conditions. Results indicated that coaching in both conditions was implemented as designed and that intervention condition coaching was distinct from coaching solely focused on SEL. Across both conditions, teacher demographic characteristics were associated with coaching participation, and teachers had positive experiences working with coaches. We conclude with a discussion of implications and recommendations for coaching to optimize implementation of equity-focused SEL.