Date of Conferral

2-24-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

James Bailey

Abstract

School districts throughout the United States are increasingly implementing social and emotional learning (SEL). The problem addressed in this study is that K-12 principals are struggling with the mandated implementation of SEL at Northeastern School District (NSD), a large, diverse urban school district. Guided by the collaborative for academic, social, and emotional learning competency and implementation frameworks, the purpose of this qualitative study was to explore K-12 principals’ experiences with the mandated implementation of SEL at NSD. For this basic qualitative study, semistructured interviews were conducted with 10 principals. Through thematic analysis, the following themes emerged: (a) SEL is not universally implemented across this school district, (b) leaders understand the impact their roles have on the fidelity of SEL implementation, and (c) the district lacks continuity and consistency with the professional development offerings. The findings of the study indicated that districtwide consistency, clearly defined leadership roles, and meaningful professional development lead to effective SEL implementation. The findings of this study may contribute to social change by providing principals with enhanced knowledge of implementation, districts incorporating effective professional development for teachers, and students demonstrating enhanced social competence.

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