In recent years, institutions have responded to changing school populations by preparing teachers for the growing number of emergent bilingual learners (EBLs). But this preparation largely focuses on supporting students’ academic learning and language development, despite enhanced attention to social-emotional well-being in wider educational circles. This comparative case study seeks to understand whether and how teachers are prepared to facilitate this integral component of student learning in five schools with linguistically diverse populations and varied program models to serve EBLs. We first probe how teachers draw from various facets of their preparation to support EBLs’ social-emotional well-being, including teacher education, professional development, collaboration with colleagues, and personal experiences. We then consider teachers’ and students’ perspectives on the requisite expertise to facilitate well-being in classrooms. Findings provide insight for university, district, and school stakeholders seeking to enhance teacher preparation as a means to improve the educational experiences of EBLs.

近年来，机构​​通过为越来越多的新兴双语学习者 (EBL) 准备教师来应对不断变化的学校人口。但这种准备主要侧重于支持学生的学术学习和语言发展，尽管在更广泛的教育界更加关注社会情感福祉。本比较案例研究旨在了解教师是否以及如何准备促进五所学校的学生学习的这一组成部分，这些学校具有语言多样化的人群和不同的计划模式，以服务 EBL。我们首先探讨教师如何从他们准备的各个方面来支持 EBL 的社会情感福祉，包括教师教育、专业发展、与同事的合作和个人经历。然后，我们会考虑教师和学生对促进课堂幸福的必要专业知识的看法。调查结果为大学、学区和学校的利益相关者提供了见解，这些利益相关者寻求加强教师准备，以此作为改善 EBL 教育体验的一种手段。