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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Jackson, Tosha N"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Harrington Gibson","Dr. Gloria McDaniel-Hall","Dr. Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06-01T07:00:00Z","date_published":"2025-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["Equity","Social and Emotional Learning","Healing Centered","Disability and Equity in Education","Educational Leadership","Elementary Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/927","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Harrington Gibson","Dr. Gloria McDaniel-Hall","Dr. Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Jackson, Tosha N"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-09-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Equity","Social and Emotional Learning","Healing Centered","Disability and Equity in Education","Educational Leadership","Elementary Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/927"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Advancing Equity Through Social and Emotional Learning"]}]}],"canonical_facts":{"dc:contributor":["Dr. Harrington Gibson","Dr. Gloria McDaniel-Hall","Dr. Elizabeth Minor"],"dc:creator":["Jackson, Tosha N"],"dc:date.available":["2026-09-14T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/927"],"dc:subject":["Equity","Social and Emotional Learning","Healing Centered","Disability and Equity in Education","Educational Leadership","Elementary Education","Teacher Education and Professional Development"],"dc:title":["Advancing Equity Through Social and Emotional Learning"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:38Z"}