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Dissertation
Urban instructional staff perceptions of factors impacting the successful implementation of social emotional learning curriculum: a critical case study
Doctor of Education (Ed.D.), Drexel University
Jun 2025
DOI:
https://doi.org/10.17918/00011004
Abstract
Social-emotional learning (SEL) has emerged as a critical lever for improving student outcomes and advancing educational equity, particularly within urban, low-income school contexts. Students in these environments face systemic barriers, including structural racism and intergenerational poverty, which heighten the need for supportive, trauma-informed educational practices. While national investment in SEL has grown steadily, recent policy shifts under the 2025 White House administration have introduced new challenges. This evolving sociopolitical landscape underscores the urgency of ensuring SEL implementation remains inclusive, equity-driven, and responsive to the lived experiences of the communities it serves. This instrumental case study explored instructional staff perceptions of the conditions that contribute to or limit successful SEL implementation within an urban K-5 charter school, using a critical lens. Data were collected through semi-structured focus groups, member-check surveys, and archival document analysis. Findings revealed that foundational preparation--including strategic professional development, aligned instructional materials, and a shared language of practice--supported early SEL implementation. However, systemic barriers such as inconsistency, limited resources, insufficient culturally responsive content, and weak family-school partnerships undermined sustainability and impact. Participants emphasized the critical role of adult SEL competence, strategic leadership, coherent systems, and culturally affirming practices in advancing equitable outcomes. These findings highlight the necessity of supporting SEL as an integrated, systemic effort aligned with broader goals of justice, belonging, and whole-child development. Implications for leadership practice and recommendations for future research are discussed.
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Details
- Title
- Urban instructional staff perceptions of factors impacting the successful implementation of social emotional learning curriculum
- Creators
- Charlotte Rose Klass
- Contributors
- Janet Marie Sloand (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 152 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022059038504721