In recent years educators all over the world has begun to realize that the aim of the school in the 21st century had changed. The school's focus has changed from a school of academic content to a school that develops skills. In the past few years, it has become clearer that teachers and students must be equipped with socialemotional skills. The covid 19 pandemic reinforces the fact that the school environment puts the teacher in front of different challenges that evoke different emotions that affect the teacher's functioning, ability to adapt to change, ability to promote social and emotional abilities in his students. This article reviews the various emotional abilities whose existence is essential for the integration of the new teacher in the school, including emotional intelligence and emotional resilience. This article is based on doctoral studies that focus on the construction of a new training program for teachers in their first year of school. As part of the training program, emphasis will be placed on emotional social learning and its importance to the new teacher professional development, its ability to cope and adapt to changes relating to learning, teaching and school. The article seeks to present theoretical factors and models alongside studies examining the relationship between social emotional learning (SEL) and the emotional-social functioning and the ability of the new teacher to integrate them into his own teaching abilities.