The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
2008/12/29 by Patricia A. Jennings, Mark T. Greenberg · 3,544 citations
Psychology · #Bullying, Victimization, and Aggression #Burnout #Classroom climate #Classroom management #Clinical psychology #Competence (human resources) #Developmental psychology #Intervention (counseling) #Mathematics education #Mindfulness #Mindfulness and Compassion Interventions #Motivation and Self-Concept in Sports #Pedagogy #Prosocial behavior #Psychology #Social change #Social competence #Social emotional learning #Social psychology
paper · doi:10.3102/0034654308325693
published in Review of Educational Research 79(1), 491-525 (SAGE Publishing)
openalex publication_date 2008/12/29 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/06
Abstract
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.
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