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CHICAGO – New research published in the American Association of School Librarians’ (AASL) peer-reviewed online journal, School Library Research (SLR), explores ways school librarians can support new teachers to prevent burnout. SLR promotes and publishes high-quality original research concerning the management, implementation, and evaluation of school libraries. Articles can be accessed for free at .

Empathizing with the struggles new teachers experience in their first year of teaching, researcher Rita Soulen, assistant professor at East Carolina University, sought to develop and test a mentoring best practice when working with new teachers. Through firsthand experience, Soulen recognized that the skills of the school librarian and the resources housed in the school library were a powerful combination that could be targeted toward resilience-building support structures to counteract new teacher burnout.

In “School Librarian Interventions for New-Teacher Resilience: A CLASS II Field Study,” Soulen shares the results of her study where new teachers received interventions under a care model she developed. Following treatment, a comparison group and the group receiving the interventions were surveyed for level of resilience, burnout, and retention. Through interviews, Soulen found that school librarians occupy a unique position to offer supports for first-year teachers to build teachers’ resilience, reduce their burnout, and ensure retention.

(ISSN: 2165-1019) is the successor to School Library Media Research (ISSN: 1523-4320) and School Library Media Quarterly Online. The journal is peer-reviewed, indexed by H. W. Wilson's Library Literature and by the ERIC Clearinghouse on Information & Technology and continues to welcome manuscripts that focus on high-quality original research concerning the management, implementation and evaluation of school libraries.

The American Association of School Librarians, , a division of the 91´«Ã½ (91´«Ã½), empowers leaders to transform teaching and learning.

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