The Role of School Leaders in Increasing Social-Emotional Learning Instruction

• In Event: Addressing Trauma and Promoting Wellness for Students, Teachers, and Leaders

Abstract

Recent research demonstrates that when evidence-based social-emotional learning (SEL) programs are well implemented, student academic achievement and wellbeing increase. In a Large Urban School District (LUSD), a shift to promote more evidence-based SEL programs, policies, and practices has taken place. To move the work to scale, a three-part professional development for administrators, Leading Social-Emotional Learning (LSEL), was enacted to assist administrators in creating and sustaining healthy SEL ecologies. The COVID-19 pandemic and subsequent school closures highlighted the urgent need for a renewed focus on SEL practices. Specific questions that are addressed include:
What is the role of administrators in leading SEL?
How might schools and districts promote SEL at scale?

Authors

• Marco A. Nava, Los Angeles Unified School District
  Presenting Author

• Susan Ward Roncalli, Los Angeles Unified School District
  Presenting Author

• Delia Estrada, Los Angeles Unified School District
  Presenting Author

• April Ramos, Los Angeles Unified School District
  Presenting Author