School leaders are increasingly being required to support students beyond academic metrics. The Covid-19 pandemic caused unanticipated closures in schools throughout the country forcing many students to an unfamiliar online environment. In the months that followed, anxiety and loneliness rose dramatically, requiring staff to re-think how to best support the social emotional needs of students. The purpose of this study was to identify how principals perceive their role in providing social emotional learning (SEL) support for all students in high-achieving schools (HAS) in both in-person and virtual learning environments. Using a phenomenological research design, principals from high achieving schools were interviewed to identify their perceived role in providing SEL for all students. This research suggests that relationships are essential in providing SEL in a meaningful way and principals rely on a variety of staff to ensure students are receiving SEL in traditional (in-person) and virtual environments. Principals expressed a deepened urgency for SEL needs due to the global pandemic of Covid-19. The role of the principals is uniquely positioned to support both the structural and interpersonal supports needed to develop SEL for all students. As the growing evidence supports the inclusion of SEL-related activities, principal and teacher preparation programs should include SEL training as part of the curriculum as part of pre-service training. Additionally, school divisions should provide in-service opportunities for those already in the field. The findings from this research underscore the important role that principals have in promoting a SEL-supportive culture. Implications of these findings and suggestions for future research are also shared. / Doctor of Education / The purpose of this study was to identify how principals perceive their role in providing SEL support for all students in high-achieving schools (HAS) in both in-person and virtual learning environments. Due to the widespread closure of in-person schooling across the country in the fall of 2020, school leaders have been forced to think differently on implementing support for the whole child. Using a phenomenological research design, principals from high achieving schools were interviewed to identify their perceived role in providing SEL for all students. A review of the literature shows SEL can be delivered at both the classroom and whole-school level and has academic, behavioral, and societal benefits. Findings showed that principals are uniquely positioned to develop SEL-supportive cultures by providing a common vision, structural supports, and opportunities to increase long-term relationships. Principals utilized a variety of people and places to provide SEL for all students, with a strong emphasis on building relationships. The capacity of both school leaders and teachers plays an important role in providing SEL with fidelity. Principal's expressed a deepened understanding of the urgency of SEL. In light of limited pre-service training at both the teacher and administrative level, additional professional development is needed in this area as schools seek to address the whole child.

The academic achievement gap in the State of California has been a persistent problem. In California the achievement gap is defined as the disparity between the academic performance of white students and other ethnic groups as well as that between English learners and native English speakers, socioeconomically disadvantaged and non-disadvantaged students, and students with disabilities as compared with students without disabilities (CDE, P-16, 2008, p. 11). Jack O'Connel, State Superintendent of Public Instruction, has identified closing the achievement gap as one of the primary goals for the State of California. Research has consistently shown that children of color and children of poverty have not experienced the academic success of their white peers. Utilizing the meta-analysis of research data from Mid-continent Research for Educational Learning (McREL), this study is a quantitative review of the 21 Leadership Responsibilities and Best Practices identified by school leaders from Ceres Unified School District, more specifically, from leaders in nine high-achieving schools within the district. The nine identified schools and leaders have experienced academic success with children of color and children of poverty based on their Academic Performance Index Similar Schools Rankings. In the study, two levels of surveys were conducted. The first survey reviewed the leadership responsibilities identified by McREL and asked the study participants to rank the leadership responsibilities based on the responsibilities that they perceive to have the most significant impact on student academic achievement. Employing the results of the first survey, a second survey utilized the top five leadership responsibilities identified by the study participants. Under the umbrella of the top five responsibilities, five best practices were listed and again ranked by the participants based on their perceptions of the leadership practices that have the greatest effect on increasing student achievement. The results of this survey identified the best practices perceived by leaders of high-achieving, high poverty schools. Additionally, a questionnaire was completed by the participants to provide additional demographic data. The study results support the findings that best pedagogical practices are complimented by effective leadership. Effective leaders and leadership practices do have a positive effect on student academic achievement.