This chapter aims to describe the process of developing a learning programme foster‐ ing social and emotional competencies together with diversity awareness (SEDA) for teachers and other school staff in the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project (“HAND:ET”). Teachers across Europe face an increasing workload and are experienc‐ ing high levels of work-related stress. Structural and societal changes like digitali‐ sation and human social mobility together with new administrative tasks are con‐ sidered as contributing factors. Teachers express that they have not been empowered to deal with the new era of diverse classrooms or to handle their heavier workloads. The HAND:ET programme seeks to introduce theory and exercises to empower Euro‐ pean teachers. The theoretical framework for the programme is based on the CASEL framework combined with relational competence, theory on stress, and the concepts of mindfulness and diversity awareness. In the chapter, the theories are presented along with how they are operationalised in practice through the HAND:ET programme. The main conclusion drawn is that empathic curiosity has become crucial for developing teachers’ SEDA competencies within the programme.