Social-emotional learning has become a vital element for fostering holistic education and student development over the past few years in education. However, of all students, students with disabilities face barriers in accessing effective SEL. This gap highlights the more considerable systemic challenges of leadership development, a lack of resources, and a deficiency in vision for those in public education. Through a blended methodological approach, utilizing qualitative and quantitative data from surveys and interviews, the research team studied the provision of SEL for students with disabilities. The findings revealed that the underserving of SEL for students with disabilities was not only a singular issue but a shortfall in educational practice across districts. The deficit is not only for students with disabilities who lack access to high-quality SEL, but for all students who lack intentional delivery of SEL education. By exposing the barriers, the research hopes to underscore the urgent need for comprehensive strategies that not only enhance access to SEL, but also advocate for an inclusive and equitable approach for students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]