The stress and burnout of teachers before, during, and after the COVID-19 pandemic led to the need for additional social-emotional learning (SEL) support. While there is evidence of SEL support for students, this study specifically examined the design and implementation of social-emotional learning support for teachers to improve their morale while conducting an action research study for suburban middle school teachers. The purpose of this action research study was to examine the design and implementation of social-emotional learning support to build teacher morale. Data from perception and health and wellness surveys were used to build a structure for addressing teacher morale by providing professional learning for teachers using SEL competencies to help the teachers' social-emotional well-being. Findings from the study align with the literature and the need for SEL support for teachers: 1) SEL support helps increase teacher knowledge of SEL; 2) Teachers gain knowledge about SEL through professional development sessions, and 3) the learning impacts their own social and emotional competencies to help them implement practices that support SEL.