Social-emotional learning (SEL) has become a significant concern for schools across the United States and abroad, especially during the COVID-19 pandemic. Research suggests that school support is necessary for students to succeed academically and emotionally. In recognition of this need, the New York State Education Department mandated schools to implement a SEL program that focuses on developing self-awareness, self-management, social awareness, relationships, and responsible decision-making skills. Many SEL programs have been researched to determine their effectiveness in affecting students' overall well-being. This phenomenological study used interviews with K-6 Responsive Classroom teachers in the Tri-State Area to determine the benefits of the Responsive Classroom approach for elementary students during a traumatic event. The findings showed a connection between the Responsive Classroom approach, a student-centered design of teaching and discipline, and the development of elementary students' self-awareness, social awareness, and relationship skills. In addition, this study showed how the Responsive Classroom approach supports students during a traumatic event. Understanding the influence of the Responsive Classroom approach on students during a traumatic experience may inform educational leaders' decisions when selecting an SEL program for their students. [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.]