FROM POLICY TO PRACTICE: SOCIAL EMOTIONAL IMPLEMENTATION ACROSS NORTH CAROLINA NORTH CENTRAL REGION PUBLIC SCHOOL UNITS

ABSTRACTNatashalyn S. Snipes: From Policy to Practice: Social, Emotional Implementation Across North Carolina North Central Region Public School Units(Under the direction of Eric Houck) This study examines how Public School Units develop and implement mental health plans, focusing on their alignment with the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. It explores how policies address four key settings: classrooms, schools, families, and communities. Additionally, it compares differences in implementation between rural and urban districts.The researcher conducted a qualitative document using publicly available policy documents. The study identified key themes through coding aligned with emotional intelligence and social-emotional learning principles. The findings indicate significant variability in policy structure and implementation. Some districts embed social-emotional learning into classroom instruction, while others provide only general references. Urban districts tend to have more comprehensive policies and dedicated personnel, whereas rural districts often depend on external community partnerships due to resource limitations. Often, policies lack clear strategies for engaging families and communities in student mental health support. Rural districts face greater challenges in accessing mental health professionals and funding, limiting the sustainability of their programs. The presence of social-emotional learning terminology in policy documents varies, reflecting diverse levels of institutional commitment. The study highlights gaps in policy implementation, disparities in resource allocation, and the influence of policy language on mental health planning. The reliance on document analysis presents a limitation, as it does not capture stakeholder perspectives. Future research should include interviews, surveys, or longitudinal studies to assess the real-world impact of these policies on students and educators.By addressing inconsistencies through policy standardization, increased funding for rural districts, and stronger collaboration between schools and communities, education leaders can work toward equitable mental health support for all students.Keywords: Mental health policies, social-emotional learning, school-based mental health, public school districts, rural and urban disparities, education policy.