Preschool Teacher Professional Development for Promoting Social–Emotional Learning in Pakistan: A Quasi-Experimental Study

Purpose: This study evaluates the impact of social and emotional learning (SEL) training for Pre-K teachers on classroom dynamics and children's well-being. Design/Approach/Method: Conducted in public schools across Karachi, Pakistan, the study utilized an experimental design with a sample comprising 12 schools, 24 teachers, and 410 preschoolers. Evaluation instruments included the Classroom Assessment and Scoring System (CLASS) and the Strengths and Difficulties Questionnaire. The SEL teacher training program employed a locally tailored curriculum, spanning 4 months, during which teachers received both training and mentorship for implementing SEL practices. Findings: Analysis revealed significant enhancements in intervention schools across all three CLASS dimensions: emotional support (p-value .036), classroom organization (p-value .009), and instructional support (p-value <.001) compared to control schools. Moreover, preschoolers exhibited notable improvements in functional well-being, particularly in total difficulty score (p-value <.001), peer problems (p-value <.001), and prosocial behavior (p-value <.001). However, no significant changes were observed in emotional symptoms (p-value .081), conduct problems (p-value .087), and hyperactivity (p-value .354). SEL training positively influences classroom environments and preschoolers’ social–emotional development. Originality/Value: This study underscores the significance of SEL teacher training in fostering conducive classroom environments and enhancing the social–emotional well-being of preschoolers.