Events
Public Oral Defense: Katie Baskin
Implementing Social Emotional Learning: Implications for a Broadened Role for Leaders
Advisor: Peter Demerath
School leaders work tirelessly to ensure a high-quality education for all, and many have implemented a social emotional learning (SEL) structure to support both the academic growth and emotional needs of students. While recent studies show the evidence-based practice of SEL positively impacts students’ academic growth, developmental relationships, and sense of belonging in schools, the school leader’s attention to the implementation process itself contributes to why school systems often fail to see desired results. The purpose of this study was to investigate the process and leadership qualities that leaders utilize when implementing SEL in a school. The study used a qualitative interview case study to investigate leadership decision making, practices, and experiences with implementation. Data were collected from multiple principals across the state of Minnesota in urban, suburban, and rural settings. Each of the school leaders shared their experiences in social emotional learning implementation, and their case studies were analyzed for themes in response to their roles as educational leaders. Findings from the study revealed a lack of convergence in leaders’ knowledge of research and implementation practices in SEL programming. The first finding reveals the lack of preparation to the school system and school district accountability as leaders initiate SEL implementation processes. Secondly, the study reveals the necessity for district and building leaders to know all elements of the implementation process. The final finding is in the area of culturally responsive school leadership; there is a need to align leaders’ knowledge of culturally responsive education with district and building action in this area. Overall, the finding suggest broader perspectives for school leaders in implementation of initiatives. Ultimately, the findings result in recommendations for principal preparation programs, as well as current school and district leaders, to deeply understand implementation frameworks that encompass systems change and culturally responsive practices in order to successfully implement SEL. District systems must also support school leaders in their knowledge gaps, provide processes and structures to support their instructional leadership, and provide professional development that facilitates systems change.
In-person only: Burton Hall 211A
Photographs taken at the event may be used in University of Minnesota print and online publications, promotions, or shared with the CEHD community.
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The University of Minnesota campuses were built on the traditional homelands of the Dakota and Ojibwe, and scores of other Indigenous peoples who have walked on these lands from time immemorial. It is important to acknowledge the peoples on whose land we live, learn, and work as we seek to improve and strengthen our relations with our tribal nations. We also acknowledge that words are not enough. We must ensure that our institution provides support, resources, and programs that increase access to all aspects of higher education for our American Indian students, staff, faculty, and community members.