Date of Award

Fall 10-15-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Bradley Smith

Second Advisor

Julia Kirk

Third Advisor

Danielle Schneider

Abstract

This qualitative interpretive study explored high school counselors’ perceptions of the influence of a schoolwide Social and Emotional Learning program on senior students’ attendance, behavior, course performance, and postsecondary readiness in school districts across the United States. The study sought to gain insight into how the implementation of Social and Emotional Learning practices influenced student outcomes, and better prepared them for life beyond high school graduation. Data were collected through single questionnaires and single semistructured interviews with professional high school counselors who shared their perceptions on the influence of Social and Emotional Learning in fostering student success. The findings revealed counselors perceived Social and Emotional Learning as foundational to improving student engagement, emotional regulation, relationships, and academic achievement. Professional high school counselors also reported inconsistent implementation practices, limited student engagement, and insufficient teacher training minimized Social and Emotional Learning’s potential influence. Overall, the study concluded integrating Social and Emotional Learning competencies daily in high schools enriched students’ lives. Responsible decision-making, self-awareness, and self-management were emphasized as competencies that have had the most influence on students’ post-secondary readiness. Social and Emotional Learning plays an influential role in shaping student development and readiness for life beyond high school.

Keywords

Education, PROFESSIONAL SCHOOL, COUNSELORS, dissertations

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