A Framework for Educators’ Psychosocial Experiences and Outcomes in Equity-Focused Professional Learning Programs

This study emphasizes the need for effective strategies to support educators in addressing racial and socioeconomic disparities. We highlight four psychosocial experiences influencing educators’ engagement with equity-focused professional learning (EFPL). By surveying 325 educators, we validated a conceptual framework that connects educators’ experiences to EFPL engagement and outcomes.