Date of Award
5-2025
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
Victoria A. Osborne, Ph.D., LMSW
2nd Reader
Kathleen Wallace, Ed.D.
3rd Reader
T. Lee Morgan, Ph.D.
Abstract
As educational institutions transition back to normalcy following the pandemic, fostering strong relationships between educators and students remains paramount. School connectedness represents a multifaceted framework that includes school culture, the rapport between students and teachers, and the implementation of targeted strategies to develop essential skills, all aimed at enhancing student achievement. In the ongoing effort to address student learning holistically, traditional approaches to managing student behavior, such as disciplinary exclusions, continue to persist. Disciplinary exclusions refer to measures that remove students from instructional settings as a consequence of school-related behavioral issues (Gage et al., 2019). A closer examination reveals that school leaders must investigate their institutional climate and culture to identify underlying factors contributing to student discipline challenges. This mixed-methods study involved eleven special education directors who implemented eight weeks of restorative practices lessons in two of their selected schools. The study aimed to determine whether these SEL strategies effectively reduced the use of exclusionary practices. The framework of SEL inherently considers the diverse cultural backgrounds of teachers and students, as well as the nuanced approaches to behavior management within the school environment. This research is important as it highlights the contributions of all stakeholders to the school community, advocating for a comprehensive understanding of the dynamics involved in promoting a positive and inclusive educational atmosphere.
Recommended Citation
Hoffman, J. (2025). Empowering educational leaders: Elevating social-emotional learning through transformative professional learning [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/58
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Comments
A dissertation presented in the Isabelle Farrington College of Education and Human Development Presented to the Faculty of Sacred Heart University In Partial Fulfillment of the Requirements for the Degree of Doctoral of Education