A qualitative case study of the implementation and sustainability of social-emotional learning and restorative practices in a Middle School
Degree Date
5-9-2026
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Kristeen Chachage
Abstract
In K-12 schools, social-emotional learning (SEL) and restorative practices (RP) are increasingly recognized by educators and school leaders as interconnected, schoolwide systems, rather than isolated initiatives. Existing research highlights the importance of implementation fidelity for SEL and RP, yet there is a limited body of research examining the perception of middle school staff during the implementation phase. The purpose of this qualitative case study was to examine educators’ perceptions of SEL and RP implementation in an urban charter middle school serving grades 6-8, identify effective practices, and explore areas where additional support is needed to strengthen implementation. Data were collected through questionnaires and interviews with 5 out of 12 core academic teachers and administrative school staff members who had been at the school for at least one year. Findings revealed that restorative conferences and consistent lessons utilizing structured SEL curriculum were perceived as the most effective strategies for supporting positive student behavior. Overall, participants reported predominantly positive perceptions of the impact of SEL and RP on student behavior; however, they emphasized the need for greater attention to students with persistent behavioral challenges as well as those who exhibit quiet or internalizing behaviors. Insufficient time and competing demands in the school day along with limited professional training emerged as the most significant barriers to implementation. The findings underscore that effective and sustainable implementation of SEL and RP is not driven by curriculum alone but by intentional leadership, coherent systems, and supportive policy structures. School leaders play a critical role in establishing clear expectations, ensuring consistency and fidelity, and creating optimal conditions, through time, training, and accountability to ensure educators can integrate SEL and RP into daily practices. At the district level, these findings point to the need for aligned policies that embed SEL and RP into professional learning requirements, implementation frameworks, and accountability systems rather than treating them as supplemental initiatives. Collectively, the evidence suggests that meaningful improvement requires coordinated action across district levels, including leadership commitment, protected time for ongoing professional development, clear implementation guidance, and policy-level alignment to support sustainability and equitable outcomes.