This study explores the dynamics of accountability and responsibility among mathematics educators as they integrate Social and Emotional Learning (SEL) into their teaching practices. Utilizing a hermeneutic transcendental approach, the research examines the lived experiences of teachers, their challenges, and the strategies they employ to balance academic rigor with SEL objectives. This case study captures the voices of educators who are at the forefront of this integration. It examines their pedagogical adjustments, collaborative efforts with colleagues and administrators, and the reflective practices they engage in to enhance their teaching. The research also sheds light on the systemic barriers that hinder the seamless integration of SEL, such as limited resources, lack of training, and lack of accountability measures. The study focuses on teacher connectedness, exploring how strong relationships with students and peers influence the successful integration of SEL. The study highlights how connectedness fosters a supportive and empathetic classroom environment, enhances student engagement, and promotes students' sense of belonging and well-being. Ultimately, this study advocates for a more comprehensive approach to teacher accountability, one that recognizes the multifaceted role of educators in shaping both the educational and emotional needs of their students. This research aims to inform policymakers, educational leaders, and teacher training programs about the critical need for balanced and holistic educational practices, by providing insights into the practical realities of SEL integration in mathematics education.