Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Dr. Kathryn M. Behr

Second Advisor

Dr. Shaireen Rasheed

Third Advisor

Dr. Daniel Alemu

Abstract

In this phenomenological qualitative study, I explored how school-building leaders’ perspectives, experiences, and knowledge impact the implementation and sustainability of social-emotional learning (SEL) programs in Northeastern U.S. schools. I conducted semistructured interviews with 10 elementary- and middle-school-building leaders to gain insights into their lived experiences and leadership practices related to SEL. Grounded in distributed-leadership theory (DLT), which emphasizes shared leadership, study results showed that all participants viewed SEL as essential to students’ well-being and academic success. However, leaders reported inconsistent implementation across classrooms and schools, accompanied by limited district support. Although schools promoted SEL in theory, participants noted a lack of resources and guidance, often leaving them to navigate SEL implementation independently. Key challenges included limited teacher training, lack of staff commitment, competing academic priorities, and limited resources. Despite these challenges, participants emphasized that sustainable SEL implementation requires strong structural support and shared vision in the school community. Through this study, I concluded that SEL should not be treated as an independent initiative but as a foundational pillar of education. Building leadership capacity, fostering inclusive practices, and creating sustainable systems were critical components for success. Recommendations include professional learning for all stakeholders, fostering positive and inclusive school climate, and aligning SEL with academic priorities. Study implications highlight the need for clear districtwide vision and structured support for SEL to ensure SEL is sustainable and equitable across schools. Insights support school leaders in using DLT to drive meaningful SEL integration.

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