This study investigates and describes the various opportunities and challenges the University of Central Florida( UCF) teacher education program (TEP) has in its attempt to infuse social and emotional wellbeing practices (Stress management ) for pre-service teachers (PST) as a part of the learning curriculum. The study examines the implementation of social and emotional well-being practices within the core educational cores. There is little information on the subject— the interest in the topic arises for the need for a more holistic approach to education in today's 21st-century classroom. The researcher believes that teaching is a very emotional labored profession that, over time, when unmanaged, can cause burnout and different symptoms of exhaustion. As such, studies have shown that new teachers leave the classroom within their first 3 to 5 years of teaching. One of the re-occurring findings that explain why new teachers leave is because of stress. A holistic approach is a comprehensive approach to education where the learner's emotional, social, and academic needs are address. This study examines how the UCF teacher preparation program facilitates their pre-service teachers to deal with this stress by looking at the extent to which social and emotional well-being competencies aligns within the curriculum.
Roberts, Sherron Killingsworth
Bachelor of Science (B.S.)
College of Community Innovation and Education
School of Teacher Education
Exceptional Student Education
Length of Campus-only Access
Higgins, Kris Ann P., "Implementing Social and Emotional Wellness Practices for their Pre-service Teachers: Opportunities and Barriers Facing Teacher Education Programs" (2020). Honors Undergraduate Theses. 861.