From quickly adapting to remote learning to balancing the impacts of the COVID-19 pandemic on their personal lives, the past year has seen educators particularly overwhelmed with stress, trauma, and burnout. Although those in the education sphere have engaged in a great deal of discussion about the best way to provide social and emotional supports to students during and after the pandemic, it is essential that the social and emotional needs of educators are also part of the conversation, especially since educators are often the individuals most likely to provide initial supports to students. In spring and summer of 2020, organizations including the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Yale Center for Emotional Intelligence published resources and recommendations to help educators process the stress of remote learning and adjust to the "new normal." Now that the transition back to the classroom has begun and federal relief funds from the American Rescue Plan are flowing to public K-12 districts, schools and districts must renew their focus on how to prioritize social and emotional supports for educators.