Educators and students have encountered significant challenges, including illness and loss within their families due to events such as the COVID-19 pandemic. Traumatic events, like disasters, can greatly disrupt a community's functioning, resulting in widespread losses that surpass the community's ability to cope. Trauma-informed care (TIC) acknowledges that individuals are likely to have a history of trauma and aims to respond appropriately to minimize the likelihood of further trauma. By implementing trauma-sensitive routines and promoting social-emotional learning (SEL) for both students and educators, we can offer them more opportunities for success and emotional growth. It's important to recognize that educators' well-being is closely connected to student motivation and achievement, teacher retention, and mental health. As the economy continues to improve, a potential wave of retiring teachers leaving the profession could occur. Each year, K-12 schools face the challenge of filling over 200,000 vacant teaching positions. The high demand for educators hinders educator preparation programs and schools from being highly discerning in their admissions and hiring processes. By exploring educators' viewpoints on the effects of Social and Emotional Learning (SEL) and Trauma-Informed Care (TIC) on school climate, school leaders can better equip themselves to enhance the school system's capabilities. This research sought to examine the impact of SEL and trauma-informed care on school culture, climate, and teacher retention in the post-pandemic era. [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.]