In recent years, schools have begun Social Emotional Learning (SEL) instruction. In 1994, the term Social Emotional Learning was coined by CASEL (Collaborative for Academic, Social, and Emotional Learning; originally named the Collaborative to Advance Social and Emotional Learning). SEL instruction is critical in schools because communities and educational leaders are starting to understand the interconnected nature of social-emotional learning and academic skills such as goal setting, managing emotions, maintaining positive relationships, showing empathy, and making responsible decisions (Data Quality Campaign, 2018). Eighty-two percent of Americans surveyed reported it is of utmost importance for schools to help students develop interpersonal skills (Data Quality Campaign, 2018). According to Atwell, et. al., in "Ready to Lead: A 2019 Update of Principals' Perspectives on How Social and Emotional Learning Can Prepare Children and Transform Schools," the percentage of principals that believed social and emotional skills should be included in state education doubled between 2017 to 2019. As outlined in the executive summary of the report, Principals stand ready to bring systemic, school-wide SEL to their schools, but they need greater support from leaders at the state and district levels to ensure every student has access to a high-quality education that nourishes their social and emotional skills along with academic learning. Now is the time for policymakers to heed the calls of educators and provide the necessary supports for a student-centric, whole child education that develops the leaders of tomorrow. [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.]