Degree Date

6-2025

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. Harrington Gibson

Second Advisor

Dr. Gloria McDaniel-Hall

Third Advisor

Dr. Elizabeth Minor

Abstract

This study examines how Chicago Public Schools (CPS) promotes equity through social and emotional learning (SEL) within its Healing-Centered and Equity Frameworks. The research aims to evaluate the effectiveness of these frameworks in addressing trauma, fostering equitable learning environments, and implementing culturally responsive practices. Using qualitative methods, data were gathered from semi-structured interviews with four former CPS leaders and a document analysis of CPS frameworks. The analysis revealed the alignment of CPS practices with equity-focused priorities outlined by the Learning Policy Institute (Hammond et al., 2020). Findings suggest that Social-Emotional Learning (SEL) can effectively mitigate the impact of trauma and promote equity by fostering strong relationships, creating inclusive environments, and prioritizing student-centered learning. However, challenges such as inconsistent professional development and insufficient district support hinder implementation. Key policy recommendations emphasize the need for a unified approach to integrate Social-Emotional Learning (SEL) with academic goals. Recognizing that all learning is social and emotional, educational strategies should consider the connection between brain networks and their collaborative support of social, emotional, and cognitive functioning. Results revealed the need to embed social-emotional learning (SEL) practices within instructional design and provide targeted training and resources. Ultimately, viewing SEL as foundational to school improvement and educational equity rather than an isolated program.

View Full Text

Available for download on Monday, September 14, 2026

Share

COinS