The Role of Leadership in Embedding Social Emotional Learning for Systematic Change in Chicago’s Elementary Schools

Students within Chicago Public Schools (CPS) are experiencing an unprecedented level of trauma and displaying an immense need for social emotional support. This work evaluated the implementation of social-emotional learning (SEL) programming in CPS by exploring the roles of stakeholders in implementing SEL support in the district and in individual schools, identifying the barriers to effective implementation, and recommending measures to enhance SEL practices at the local and state levels. Data for the study were collected in 2023 and 2024 through interviews with school leaders and revealed both the progress in SEL integration as well as the significant disparities that exist due to inconsistent support and resources. Key findings from the study emphasized the crucial role of school leaders, the necessity for continuous professional development for various stakeholders, and the importance of investments by policymakers. This dissertation recommends policy changes, including dedicated instructional time, mandated professional development for teachers and school leaders, standardized district-wide support, and specific policies to be added to from the state level. By prioritizing SEL and addressing these barriers, CPS and Illinois can create a more equitable and supportive educational environment, ultimately enhancing the academic performance of students and the emotional well-being of community members outside of school.