School leaders are increasingly being required to support students beyond academic metrics. The Covid-19 pandemic caused unanticipated closures in schools throughout the country forcing many students to an unfamiliar online environment. In the months that followed, anxiety and loneliness rose dramatically, requiring staff to re-think how to best support the social emotional needs of students. The purpose of this study was to identify how principals perceive their role in providing social emotional learning (SEL) support for all students in high-achieving schools (HAS) in both in-person and virtual learning environments. Using a phenomenological research design, principals from high achieving schools were interviewed to identify their perceived role in providing SEL for all students.

This research suggests that relationships are essential in providing SEL in a meaningful way and principals rely on a variety of staff to ensure students are receiving SEL in traditional (in-person) and virtual environments. Principals expressed a deepened urgency for SEL needs due to the global pandemic of Covid-19. The role of the principals is uniquely positioned to support both the structural and interpersonal supports needed to develop SEL for all students. As the growing evidence supports the inclusion of SEL-related activities, principal and teacher preparation programs should include SEL training as part of the curriculum as part of pre-service training. Additionally, school divisions should provide in-service opportunities for those already in the field. The findings from this research underscore the important role that principals have in promoting a SEL-supportive culture. Implications of these findings and suggestions for future research are also shared.