Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Ved, Avni; Kareem, Jacqueline Title A name given to the resource Sustaining teacher social-emotional competence: a systematic review of implementation and retention strategies; [??????????? ?????????-????????????? ?????????????? ????????: ??????????????? ????? ????????? ?????????? ? ???????????] Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2026 Source A related resource from which the described resource is derived Psychological Science and Education;Volume;31;Issue;1;pp.187-198 Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.17759/pse.2026310109" target="_blank" rel="noreferrer noopener">https://doi.org/10.17759/pse.2026310109</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105031713390?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105031713390?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Ved A., School of Education, Christ University, Bangalore, India; Kareem J., School of Education, Christ University, Bangalore, India Description An account of the resource Social-emotional competence (SEC) refers to educators capacity to regulate emotions, sustain psychological resilience, and cultivate constructive relationships with students, colleagues, and school leadership. Elevated levels of SEC among teachers are strongly associated with enhanced well-being, emotionally supportive classrooms, and improved student engagement and achievement. Despite growing attention to SEC development initiatives, critical gaps remain regarding demographic variability in outcomes, optimal implementation strategies, and enduring institutional barriers. This systematic review, conducted in accordance with PRISMA guidelines, screened 1519 studies published between 2012 and 2024, yielding 16 peer-reviewed articles that met the inclusion criteria. Findings demonstrate that SEC interventions reliably enhance educators emotional regulation, mindfulness, and overall psychological well-being, irrespective of gender, professional experience, or cultural context. However, the long-term sustainability of these benefits is contingent upon enabling school environments, strong leadership, continuous professional development, and adequate resource allocation. Implementation challenges including time constraints, inconsistent program fidelity, and varying levels of teacher readiness underscore the need for adaptive, context-sensitive models. This review provides evidence-based recommendations for the effective design, integration, and sustained impact of SEC programs across diverse educational settings. Ved A., Kareem J., 2026. Subject The topic of the resource education policy; implementation fidelity; professional development; SEC interventions; social-emotional competence; teacher well-being Publisher An entity responsible for making the resource available Moscow State University of Psychology and Education Relation A related resource ISSN: 18142052; Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource All Open Access; Gold Open Access; Green Open Access Format The file format, physical medium, or dimensions of the resource online