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 Yadati, Nymisha; Thomas, Benny; Rajan, Santhosh Kareepadath Title A name given to the resource Promoting equity through teacher practices: A scoping review on transformative social-emotional learning Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived Issues in Educational Research;Volume;35;Issue;1;pp.422-441 Identifier An unambiguous reference to the resource within a given context <a href="https://www.scopus.com/pages/publications/105001571335?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105001571335?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 Yadati N., CHRIST University, Bangalore, India; Thomas B., CHRIST University, Bangalore, India; Rajan S.K., CHRIST University, Bangalore, India Description An account of the resource Literature on teachers transformative social-emotional learning (TSEL) is emerging and focuses on improving teachers' competency in delivering and implementing equity-focused SEL among students. Our study is a scoping review aiming to understand the characteristics of existing literature regarding teachers TSEL, identify gaps, and discuss future research directions. It follows JBI guidelines for a scoping review and the PRISMA-ScR method for screening the literature. A systematic search was conducted in eight databases, and eleven studies were identified. Our findings report the characteristics of the studies and explain related concepts. We found that teachers need to be engaged in transformative SEL education to implement TSEL among students and build healthy teacher-student bonds. Teachers need to incorporate culturally relevant pedagogies in SEL to cater for the needs of students from diverse communities. Stretching was identified as a strategy to integrate social justice issues into traditional SEL practices to make social-emotional learning transformative. 2025, Western Australian Institute for Educational Research Inc.. All rights reserved. Publisher An entity responsible for making the resource available Western Australian Institute for Educational Research Inc. Relation A related resource ISSN: 3137155; 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 Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online