Resource teachers face ongoing challenges in supporting the social-emotional well-being of their students and meeting the demands of stakeholders in the existing educational climate, especially due to their precarious position leading ‘from the middle’.  The research suggests several key leadership strategies that resource teachers can use to foster collaborative synergy with their colleagues and promote student well-being in their schools. These strategies aim to cultivate an inclusive school culture while achieving inclusive and instructional goals to foster social-emotional learning (SEL).

Harness the Power of Networking

Effective solutions frequently emerge from the synergy created by a well-coordinated team. Resource teachers can benefit from establishing PLNs with other schools for support, encouragement, and exchange of ideas (Whitley et al., 2012), or working in a school-based PLN with like-minded, motivated educators to problem-solve, brainstorm, and share tasks. In this way, resource teachers can build supportive relationships with classroom teachers, improve pedagogical alignment, and foster positive attitudes toward inclusion (Paulsrud and Nilholm, 2023). Some examples of PLNs are interprofessional local inclusion teams that use co-teaching and multidisciplinary meetings, teacher leadership teams that bring together regular teachers, resource teachers, and administrators for meetings and workshops, joint planning teams, or IEP teams (Paulsrud and Nilholm, 2023). Resource teachers can achieve a greater impact by collaborating with colleagues to develop comprehensive support strategies for students, rather than working in isolation with a limited group.

Gather and Analyze the Data

To develop a well-rounded understanding of student success, it is necessary to examine quantitative and qualitative data regarding academic achievement and social-emotional well-being.  For example, a survey could be conducted to collect data from staff, students, teachers, and parents regarding well-being. Decision-making is improved when leaders incorporate ‘just-in-time’ data vetted by key stakeholders and gather data from a variety of sources regarding achievement (Hargreaves et al., p. 18). Some schools may wish to consult existing data from their school success survey (or similar), if one exists. Alternatively, standardized questionnaires such as the Student Subjective Wellbeing Questionnaire (SSWQ) or the Student Well-Being Process Questionnaire (Student WPQ) may be helpful.

In addition, consultation of existing educational research is a crucial component of this process. Data-based decision-making will help improve bounded rationality (Cain et al., 2019).  By analyzing existing school data in detail and considering relevant research, resource teachers can identify inequities, areas of relative strength, and opportunities to set targeted goals for instructional improvement. 

Facilitate Professional Development and Training

Instead of directly providing inclusive professional development (PD) themselves, resource teachers can play a critical role in encouraging and supporting its implementation. Resource teachers can curate a list of PD resources, organize in-house workshops, and help colleagues identify funding sources such as school grants or board initiatives. Additionally, research has well-established the necessity of improving teacher education in mental health education, trauma-informed positive education, and SEL to focus on improving student well-being (Brunzell et al., 2019; Green et al., 2019; Jennings & Greenberg, 2009; Kasikci & Ozhan, 2021; Óskarsdóttir et al., 2020).

Therefore, if analysis of quantitative and qualitative data reveals a decline in teacher well-being or weak social-emotional competence, it should be a top priority to address these issues. Record numbers of teachers are facing difficulties with their own mental health (Santiago et al., 2023; Lüker et al., 2022), and - as is suggested in an airline pre-departure briefing - adults should put on their own oxygen masks before assisting other passengers. Enhancement of teacher wellness can be achieved through emotional intelligence training, mindfulness-based interventions, training in student social and emotional development, and initiatives aimed at enhancing commitment to teaching (Jennings & Greenburg, 2009). Likewise, the implementation of mental health education programs for teachers will enhance their ability to identify and address student concerns (Whitley et al., 2012), and it is vital to support teachers in developing their understanding of systemic and structural issues that produce trauma and impact social-emotional well-being. Lastly, in order to develop their ability to deliver SEL pedagogy, teachers require in-depth training, ongoing support, and opportunities to reflect and refine their practices (Green et al., 2021; Kasikci & Ozhan, 2021). Equipping themselves with social-emotional competencies, mental health literacy, and trauma-informed SEL practices will empower teachers to navigate current challenges with greater confidence.

Resource Teachers as Instructional Leaders

Resource teachers can help by employing instructional leadership, encouraging participation, and investing in staff development. By leveraging knowledge and experience using a collaborative approach, they can foster engagement and reach optimal outcomes (Óskarsdóttir et al., 2020). Likewise, due to their frequent interactions with classroom teachers, teacher leaders (such as resource teachers) are seen as having the most significant influence on transforming school-wide instructional practices (Neumerski, 2013). Resource teachers can use approaches such as team teaching, co-teaching, ‘lunch and learn’ sessions, book clubs, coaching groups, modelling, mentoring, and sharing differentiated lessons and materials. Moreover, opportunities to reflect and exchange feedback promote growth. 

Consequently, resource teachers can leverage collaborative approaches and active participation to achieve pedagogical alignment within the school. For example, they may wish to encourage the implementation of a school-wide SEL program, which includes lesson plans, videos, games, prompts, and common terminology. CASEL provides a detailed, comprehensive list of over 80 SEL programs on their website and many have integrated trauma-informed pedagogy (CASEL, 2023). Implementing a pedagogically aligned curriculum ensures consistency among educators and across grade levels.