This phenomenological qualitative study examined how collective healing manifests through the work of leaders in higher education at a U.S. university located on the West Coast through semi-structured interviews. Using the construct of collective healing as a conceptual lens, this study explored how the work of leaders in higher education creates healing climates and cultures through the leader's capacity to create psychological and voice safety through the creation of the Collective Healing Conceptual Model. The model visualizes the process of addressing and repairing the harm caused by traumatic events or system oppression within a group or community by weaving together climate components of psychological safety, employee voice, sense of belonging, and workplace inclusivity with authentic and inclusive leadership behaviors to create a supportive climate and healing culture. The Collective Healing Conceptual Model informs a range of practical implications for leaders, which speak to the gravity of having a climate and culture that empowers and sustains its members during traumatic events and rapidly changing organizational dynamics. This study can be valuable for universities and other organizations looking to foster a culture of healing and growth, as it is the first study to conceptualize collective healing through leadership behaviors and outcomes in higher education. [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.]