Teachers are returning to schools during the COVID-19 pandemic under the weight of unprecedented stressors to engage a student body that has also experienced stress and trauma. In this study, we examined how confident 454 teachers (55% Black) from 41 charter schools in New Orleans, Louisiana, were in their ability to address students’ social-emotional needs upon their return to school. Results showed that Black teachers were more likely to report a greater sense of efficacy in addressing students’ needs. Both Black and White teachers identified the top three resources needed to assist students: mental health supports, trainings, and in-class resources.

中文翻译：

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了解教师自我效能以解决 COVID-19 大流行中学生的社会情感需求

在前所未有的压力源的重压下，在 COVID-19 大流行期间，教师们正在返回学校，以吸引同样经历过压力和创伤的学生团体。在这项研究中，我们检查了来自路易斯安那州新奥尔良市 41 所特许学校的 454 名教师（55% 黑人）在学生返校后满足学生社交情感需求的能力方面的信心。结果表明，黑人教师更有可能在满足学生需求方面表现出更大的效能感。黑人和白人教师都确定了帮助学生所需的三大资源：心理健康支持、培训和课堂资源。