Ed.D., Antioch University, 2024, Education

This dissertation describes the experience of a group of international school teachers engaging in a cooperative inquiry exploring the influence of mindfulness-based social-emotional learning (MBSEL) practices on their personal and professional lives. The current reality for educators is one of systemic stress and burnout, with teachers working under increasing pressure, and communities still reeling from the effects of the global COVID-19 pandemic. In international school settings, many expatriate educators are living far away from their country of birth and searching for belonging and community. MBSEL practices have been demonstrated to support wellbeing, however adult learning of these skills is often glossed over in schools. Our cooperative inquiry group co-created the research question: “What do we notice when we practice mindfulness-based social-emotional learning?” Group members held bi-weekly meetings to practice mindfulness meditation and reflective practices within the SEL domains of Self-Awareness and Self-regulation. Participants also practiced independently and journaled about their experiences in between meetings. Transcripts from group meetings as well as personal journal entries and introductory interviews were coded and analyzed using reflexive thematic analysis. Our findings indicated that this was a transformative learning experience for members. Five themes highlighted these findings: a) increased self-awareness in times of emotional overwhelm, b) increased levels of self-compassion, c) sharing learning with the community, d) community of practice as a supportive structure and e) deep desire to do something different. The group took initial action by creating a definition for MBSEL and starting an online MBSEL group for international school teachers with the intention of building community and supporting others in their learning. Though this was a small sample size of self-selected participants, the findings are consistent with the current recomm (open full item for complete abstract)

Committee: Richard Kahn Ph.D. (Committee Chair); Susan Dreyer Leon Ph.D. (Committee Member); Dana Watts Ph.D. (Committee Member) Subjects: Education; Mental Health; Teacher Education; Teaching

Master of Arts, Wittenberg University, 2023, Education

I conducted this study due to an increase in perceived problematic behaviors at Big River Intermediate School. I utilized an explanatory sequential research method to complete this study. I began my research by administering a survey to both students and staff from the school that returned permission slips to participate in my study. After analyzing the data from this collection method, I then invited certain students and staff to participate in interviews with me based on their responses. Overall, I found that the majority of students and staff members that participated in the study did not find the 7 Mindsets social-emotional learning curriculum to be effective, specifically in improving student behavior at Big River Intermediate School at this point in time. Due to this perceived ineffectiveness, my school and district could take these findings into consideration for the future of their social-emotional learning endeavors.

Committee: Layla Besson (Advisor); Alice Valley (Committee Member); Brian Yontz (Committee Member) Subjects: Education; Educational Psychology; Educational Theory; Elementary Education

Bachelor of Arts, Wittenberg University, 2023, Education

For this paper, I will provide educators with actions they can take to make their classroom a safe place for their students to learn and be themselves. If educators implement these actions within their classrooms, then they will be helping their students in many ways. Educators might see their students' education grow and flourish because students will create an environment where they feel like their teacher is a safe individual they can trust. The classroom and classmates will become like a second home and family, allowing them to freely express themselves without fear of being mistreated or outcasted. I will also discuss how I conducted observations and spoke with my cooperating teacher about social-emotional learning (SEL) within her classroom/school. Finally, I will discuss and reflect on an SEL activity I implemented in my student-teaching classroom.

Committee: Layla Besson (Advisor); Amy McGuffey (Committee Member); Stephanie Little (Committee Member) Subjects: Education; Educational Psychology; Elementary Education

Doctor of Education (Ed.D.), University of Findlay, 2023, Education

This mixed-method study examines the impact hybrid learning had on sixth-grade students during the COVID-19 pandemic. Under normal circumstances, students complete their coursework in a classroom with their peers under the supervision of a teacher with little disruption. Due to the COVID-19 pandemic, students were required to alter their learning spaces and begin studying from home until they were able to go back to school in the fall of 2020. Even then, most schools had incorporated a hybrid learning model. With the hybrid approach, not all schools followed the same schedule so there were times when half of the students may have been learning from home while their peers were at school. An examination of how sixth-grade students were affected by the hybrid learning model during the COVID-19 pandemic can help determine what resources, if any, are needed in the event schools are required to incorporate a similar model in the future. Data were collected from 9 sixth-grade teachers from three local school districts in Northwest Ohio using a survey sent by electronic mail. Interviews were also conducted with two of the participants. Based on the findings, recommendations for additional professional development and education for both the teachers and the students are discussed.

Committee: Kerry Teeple Ed.D. (Committee Chair); Jennifer Theriault Ed.D. (Committee Member); Jon Brasfield Ph.D. (Committee Member) Subjects: Behavioral Psychology; Education; Educational Psychology; Elementary Education; Middle School Education; School Counseling; Teacher Education

Bachelor of Science in Education, Ashland University, 2021, Teacher Education

Many contemporary researchers and educators agree on the need to implement social-emotional learning (SEL) in modern public education to teach necessary life skills not usually covered in academic instruction. Typically SEL instruction has focused on primary-level students, but research shows that middle and high school students also benefit from SEL instruction in a very meaningful way during the critical period of development these students experience during adolescence. The field of English Language Arts in itself is a venue for straightforward SEL instruction. Many English Language Arts teachers are already implementing SEL into their curriculum, whether intentionally or unintentionally. The very nature of the field of literature and the study of it embodies SEL as readers vicariously observe and empathize with the experiences of fictional characters. This characteristic of the field creates a unique pathway to SEL instruction through the use of literature that allows for straightforward intercurricular implementation, requiring few changes to the existing curriculum. Included in this document is a curriculum guide for high school English Language Arts teachers to implement SEL into their existing academic curriculum, based on the Ohio Department of Education's new K-12 SEL Standards.

Committee: Hilary Donatini Dr. (Advisor); Terri Jewett Dr. (Advisor) Subjects: Education; Educational Theory; Language Arts

Specialist in Education (Ed.S.), University of Dayton, 2020, School Psychology

Social-emotional learning (SEL) is the process by which students incorporate skills, attitudes, and behaviors to deal effectively with life's daily obstacles (CASEL, 2019). Social and emotional skills are predictors of school success; thus, schools are increasingly looking for ways to develop students' social-emotional skills. SEL programs can have a long-term impact behaviorally and academically. Most SEL programs are implemented in after-school programs or added on to schools' pre-existing daily curricula. SEL is often integrated into a multi-tiered system of support (MTSS) and specifically provided to those students who demonstrate a need for it (Eklund, Kilpatrick, Kilgus, & Eckert, 2018). To date, few studies have investigated SEL programs that are delivered within the academic curriculum; programs that demonstrate alignment between SEL standards and academic learning standards remain largely unexplored. Using a qualitative inquiry design, the implementation of a social-emotional learning English/Language Arts program known as SELLA was examined from the perspective of participating teachers for its feasibility, acceptability, and alignment with the state's learning standards for ELA. Themes fell into two categories related to teachers' perceptions of the program experience, including: 1) areas of strength and 2) areas of suggested improvement. Additionally, three themes emerged specifically regarding alignment of the program with the state's learning standards in writing: 1) teachers needed to independently add content to meet writing standards; 2) teachers see improvements in their students writing after the SELLA program; however, they cannot deduce if that is a direct result of the SELLA program; and 3) students who do not normally participate in the general curriculum are now participating in the SELLA curriculum. The findings are presented along with implications for future research.

Committee: Elana Bernstein Ph.D. (Committee Chair); Sawyer Hunley Ph.D. (Committee Member); Treavor Bogard Ph.D. (Committee Member) Subjects: Education; Educational Psychology; Mental Health; Psychology; School Counseling; Teacher Education

Doctor of Education , University of Dayton, 2024, Educational Administration

There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their ability to gain and retain academic knowledge. An integrated public preschool in Ohio expressed concern of increased delays in social-emotional skills following the COVID-19 shutdown. Staff noticed an increase in classroom disruptions and emotional dysregulation. To counteract this, the social- emotional program, The Zones of Regulation, was adapted and implemented throughout the preschool environment. Through the theoretical framework of street-level bureaucracy and a bottom-up approach, this qualitative participatory action research study examined the staffs' perspectives on the ease of implementation and effectiveness of the adapted version of The Zones of Regulation. The data that was collected and analyzed revealed that, in the opinion of the participants, the building-wide implementation of this program was successful and improved classroom management. Areas of the program that need improvement were revealed and an action plan was developed.

Committee: Matthew Whitenstein (Committee Chair); Suzanne Marasco (Committee Member); Sarah Buzek (Committee Member) Subjects: Education; Elementary Education; Mental Health; Occupational Therapy; Preschool Education; School Counseling; Special Education; Speech Therapy

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

Students faced many challenges during the onset of COVID-19 across the country, including isolation in their learning from not being able to be in the classroom with their peers. Although we are four years post- pandemic, a survey found more than 80% of public schools reported “stunted behavioral and socioemotional development” in their students because of the COVID-19 pandemic (De Leon, 2022). Public school leaders have seen an impact from the pandemic on students' socio-emotional and behavioral development and have seen increased incidents of classroom disruptions from negative behaviors in the classroom (56 percent) (National Center for Education Statistics, 2022). The purpose of this case study is to see how teachers have implemented SEL post- pandemic and the strategies used to improve behavior in the classroom and reduce office referrals, since COVID-19. There were 17 participants from one urban school district in the Midwest that participated in interviews and 12 of those participants participated in a classroom observation. Hearing the experiences of educators from the last four school years on students' SEL skills, looking at SEL competencies presently being taught in the classroom, along with office referral data from the last four school years provides results that will help guide educators as we move further away from the pandemic.

Committee: Eliot Jackson (Committee Chair); Linda Locke (Committee Member); Crissie Jameson (Committee Member) Subjects: Education; Middle School Education; Teaching

Doctor of Philosophy, The Ohio State University, 2024, Psychology

Current longitudinal research in developmental science has shown that during college, students generally experience a progressive decline in psychosocial adjustment. First-generation college students (FGCS) encounter unique adjustment difficulties that impact their academic success. Yet, no current research tracks these students' progress based on key factors (i.e., socioemotional competence, psychosocial adjustment, and perceived academic control) that are critical to academic success. To fill this research gap, this short-term longitudinal study is the first to examine how these variables affect academic outcomes among emerging adult college freshmen at two timepoints, as they take one of their first college courses during their first semester of college. Findings show that the associations between most of these study variables are statistically significant and indicative of unique differences between FGCS and continuing-generation college students (CGCS) as academic learners. Perceived academic control was the only key predictor of academic performance. Despite reporting higher levels of psychological distress than CGCS across both timepoints, FGCS only showed significant differences in depression levels by the end of their first semester of college. Academic enrichment program participation did not impact academic performance. These study findings are used to expand FGCS research and offer practitioners relevant insights to support these students' positive adjustment to college upon entry.

Committee: Stephen Petrill (Committee Chair); Kelly Purtell (Committee Member); Sarah Schoppe-Sullivan (Committee Member) Subjects: Developmental Psychology; Education; Educational Psychology; Higher Education; Higher Education Administration; Psychology

Psy. D., Antioch University, 2024, Antioch New England: Clinical Psychology

This dissertation describes a project to develop an art-based curriculum to teach young elementary school-age children social and emotional skills in the classroom based on the experiences of experts in the field of elementary education. Social-emotional learning (SEL) focuses on several key concepts including skills in interpersonal relationships, emotion regulation, and mindfulness (McClelland et al., 2017). By addressing SEL early within the education curriculum, children are exposed to resources that will help them to develop strong regulation skills, engage in identity exploration, and practice healthy relationship skills (Jones et al., 2017). The integration of SEL and art creates a learning format that embraces the characteristics of creativity and play that are engaging for children, while teaching important skills, such as communication and emotion regulation, in a manner that meets students where they are developmentally (Alfonso & DuPaul, 2020). Nine elementary education professionals were interviewed to collect information about social-emotional learning in schools. The interviews were conducted with a primary focus on the questions: what makes SEL programs effective, what are the roles of school in providing SEL, and what skills are most impactful at the first-grade level? Interviews identified observed positive impacts of social-emotional lessons in first-grade classrooms, preferences for brief lessons that can be easily incorporated into classroom schedules, and a need for creative expression in learning. Using the themes identified in each interview, a classroom-based curriculum was developed. This curriculum focuses on working with first-grade students to develop strong social-emotional skills through art instruction and projects. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLink ETD Center, https://etd.ohiolink.edu.

Committee: Kathi Borden Psy.D. (Committee Chair); Gina Pasquale Psy.D (Committee Member); James Sparrell Ph.D. (Committee Member) Subjects: Clinical Psychology; Developmental Psychology

Doctor of Education, Ashland University, 2023, College of Education

This dissertation presents a qualitative research single case study to describe the state of social-emotional development of educationally-disadvantaged students at SM Elementary School (pseudonym) in the aftermath of remote learning due to the COVID-19 pandemic. To understand the students' state of social-emotional development, students from SM Elementary School were interviewed on their lived experiences with remote learning during three specific time periods (pre-remote learning, during remote learning, and post-remote learning). Drawing upon the purposeful criterion sampling strategy, 12 students from SM Elementary School who are considered educationally disadvantaged were selected to participate in the interviews. All students were from diverse racial and ethnic backgrounds and eligible for the free and reduced school lunch program. The primary form of data collection was in the form of semi-structured interviews. Demographic data was also collected from the participants through the use of questionnaires. The analytical framework approach was used to describe the content of the interviews and then the content analysis was used to explain why the patterns or themes that emerged were important. The study's findings provide insight into the thoughts, feelings, emotions, and experiences that students had with remote learning. The data from this research study indicates that in the aftermath of remote learning due to the COVID-19 pandemic, students are still struggling with overcoming obstacles and barriers to their learning, specifically in the area of mathematics and understanding important math concepts. All of the factors of disadvantage, challenges, traumatic experiences, thoughts, feelings, emotions, and experiences that students experienced while remote learning have had long-lasting impacts on students' well-being, development of social-emotional skills, and social-emotional health and could be contributing factors to students' ability to learn and achieve i (open full item for complete abstract)

Committee: Judy Alston Dr. (Committee Chair); Constance Savage Dr. (Committee Member); Peter Ghazarian Dr. (Committee Member) Subjects: Education; Educational Leadership; Elementary Education

Doctor of Education, Miami University, 2023, Educational Leadership

The purpose of this qualitative, narrative research study was to examine the perceptions of school social workers and their ability to serve as transformative Social Emotional Learning (SEL) leaders in public school settings. The study is significant because there is limited existing research from the perspective of a school social worker. The research applies a transformative leadership lens and transformative SEL leadership tenets to participant responses. Methods: Participants engaged in a semi-structured interview process and answered questions about school processes, procedures, and policies, which provided support or barriers to their transformative SEL work. Results: Factors influencing the SSWs' transformative leadership were identified as a) organizational structures, b) discipline policies and practices, c) communication, d) building relationships with families, e) community engagement, and f) professional identity. The identified factors demonstrate how clarity of roles and the SSW professional identity are critical to the success of their leadership practices. SSWs shared the challenges they face when helping school staff understand the SSW's role and how they are able to contribute to the school ecosystem. Participants reflected on the need to improve their capacity to serve as transformative SEL leaders. The results summarize the influencing factors and provide recommendations for further study as well as implications for school districts to limit the underutilization or undervaluing of SSWs in the public school setting.

Committee: Lucian Szlizewski (Committee Co-Chair); Stephanie Danker (Committee Member); Érica Fernández (Committee Co-Chair) Subjects: Educational Leadership; Educational Sociology; Social Work

PhD, University of Cincinnati, 2023, Education, Criminal Justice, and Human Services: School Psychology

The disproportionate use of suspension and expulsion targeting Black students is a longstanding problem in the American educational system. Although much of the literature on disproportionality has focused on Black boys, Black girls are suspended at higher rates than girls of any other race due to the misconstrued ideology that Black girls are less innocent and feminine and more adult-like than their White counterparts. Culturally relevant interventions at the student level can support students' social, emotional, and behavioral well-being and improve their skills in navigating inconducive school systems for Black girls. The purpose of this current study was to develop and implement a culturally enriched social emotional learning (SEL) curriculum, titled Fix Your Crown, Queen, and evaluate the effects of the curriculum on Black girls' academic engagement during classroom instruction, inappropriate behaviors, office discipline referrals, social skill development, racial identity, and self-esteem. Results were mixed for academic engagement, office disciplinary referrals, and social skills development. Additional results found that racial identity was maintained at high levels, and there was a decrease in self-esteem. Based on these preliminary findings, more research is needed to evaluate the effectiveness of FYCQ intervention on Black adolescent girls.

Committee: Tai Collins Ph.D. (Committee Chair); Renee Hawkins Ph.D. (Committee Member); Littisha Bates Ph.D. (Committee Member) Subjects: Psychology

Doctor of Education , University of Dayton, 2023, Educational Leadership

This participatory action research study took the conceptual framework of Social Emotional Learning (SEL), collaboration merging through solid relationships to analyze the realities of the teacher on special assignment (TOSA) role and the job description. This study involved individual interviews and a focus group; both were coded using inductive coding. The results of this study revealed themes of SEL, collaboration, relationships, transitional needs, and future job recommendations. In collaboration with the director of student support services, a two-goal action plan centered around continuing SEL growth and improving this role in the future was made. Due to financial needs that hold significant impact, Westview cannot consider this action plan as their focus and area of need do not align at this time.

Committee: Ricardo Garcia (Committee Chair); Nicholas DeGrazia (Committee Member); Joni Baldwin (Committee Member) Subjects: Education; Educational Leadership; Elementary Education

Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

Black students are at greater risk for exposure to traumatic events. A significant factor contributing to this reality is a form of trauma they experience known as racial trauma. Social and emotional learning (SEL) can be used as a tool to mitigate the effects of racial trauma, particularly as it relates to promoting equity. However, as it exists there is a failure to address the unique worldview and specific needs of Black students in the current SEL framework. The purpose of this study is to explore how race, social/cultural identities, racism, and other forms of discrimination influence Black adolescent students' learning, emotions, emotional expression, and interactions with school staff and students during high school. A reflective phenomenological study was conducted to explore social and emotional learning of Black high school students. Interviews were conducted with seven Black college students between the ages of 18 and 19. Data was analyzed using reflexive thematic analysis. Findings point to the significant role of double consciousness as the guiding framework for the SEL of Black adolescent students, as well as the specific ways Black adolescents experience SEL, the role of the school as a perpetuator of anti-Black racism, the intersections of other social identities in these experiences, and how Black students use resistance to address racism and discrimination. Findings indicate the need for a reframing of SEL that centers the racialization and intersecting identities of Black youth and teaching SEL competencies through a critical lens with a focus on creating systemic change.

Committee: Antoinette Miranda (Advisor); Antoinette Errante (Committee Member); Kisha Radliff (Committee Member) Subjects: African Americans; Education; Mental Health; Minority and Ethnic Groups; Multicultural Education; Psychology; School Counseling; Secondary Education

Specialist in Education (Ed.S.), University of Dayton, 2023, School Psychology

Social-emotional learning (SEL) is the way in which individuals acquire and apply knowledge and skills that relate to their identity, emotions, and social relations (CASEL, 2021). There are indicators that Black students are underserved by current SEL programs; however, there is scarce empirical research investigating this concern. This study examined whether SEL practices connect with students from diverse racial and cultural backgrounds. Specifically, this project explored Black students' perspectives of the social emotional curriculum used at their Midwestern high school. Participants included eight Black high school students. These students were in their first year of an SEL curriculum at a high school in Ohio. A semi-structured interview protocol and group interview protocol were created by the primary researcher for this study. The interviews consisted of open-ended questions with opportunities for follow-up questions. Students participated in a one-on-one in-person interview with the primary researcher, followed by a group interview. Themes emerged from the individual and group interviews were: appreciation of social connection, emotional skills improvement, fit of SEL to culture, things liked and disliked, and suggestions for improvement. In conclusion, each individual has varying perspectives of the SEL class at their school, but schools should select curriculums that fit the needs of their student populations.

Committee: Susan Davies (Committee Chair) Subjects: Educational Psychology

Doctor of Education , University of Dayton, 2023, Educational Administration

A mixed methods study was conducted to create pedagogical practices to help teachers identify ways of better accommodating students who have been impacted with trauma. Findings suggest that both veteran, as well as entry leveled teachers had insufficient training when it came to trauma informed care, social-emotional learning, and knowledge of the ethics of care. Themes which emerged from the findings allowed for an extensive action plan to be created. By applying Nodding's (2005), ethics of care- implementing care into the classroom, Maslow's hierarchy of needs- making sure the basic needs of students are met (Hooper, 2020), and adopting a social-emotional curriculum to focus on a student's well-being (Bailey et al., 2019), the action plan's objectives were to establish a trauma informed care program. A 3 tiered step by step program was created for teachers to receive the proper training on social-emotional curriculum, professional development, and untimely embed a new trauma informed care program.

Committee: James Olive (Committee Chair) Subjects: Education; Ethics; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

Adolescence is a vulnerable developmental period where students experience various behavioral and social-emotional challenges due to puberty and environmental changes in school. With the additional burden of the COVID-19 pandemic, school violence, racial injustice, negative impacts of social media, and climate change, mental health concerns such as anxiety, depression, and lack of a sense of connectedness have increased among today's youth. I developed and tested the efficacy of a social emotional prevention intervention called Mindfulness-based Collaborative Social Reasoning (MBCSR). Using a quasi-experimental design, the study was implemented in four 6th grade English language arts (ELA) classrooms (2 experimental and 2 business as usual control) in a public middle school in the Midwest of the United States. MBCSR involved a combination of contemplative practices such as mindful breathing and collaborative small group discussions. It was co-implemented by teacher-researcher, and occurred for 45 min-once a week, for eight weeks. The experimental group showed greater self-efficacy for using mindfulness and yoga to regulate their emotions and behaviors, and lower externalizing and bullying behaviors at the posttest compared to the control group, after controlling for baseline differences. Students in the experimental group overall experienced more positive and relaxed emotional and physiological states during the sessions. This program is an advancement in the nature of social emotional interventions by featuring active forms of learning that can be easily incorporated in areas of content learning.

Committee: Tzu Jung Lin (Advisor); Eric Anderman (Committee Member); Michael Glassman (Committee Member); Kisha Radliff (Committee Member) Subjects: Educational Psychology

Doctor of Education (Ed.D.), Bowling Green State University, 2019, Leadership Studies

The past 30 years have witnessed unprecedented social and political polarization alongside a mental health crisis, disproportionately affecting youth and further exacerbated by the COVID-19 pandemic. Largely because of these pressures on teachers and students, and despite recent political backlash, social and emotional learning (SEL), has become ever more prominent in K-12 education. Teachers have generally supported the need for SEL, and SEL standards have been adopted into curriculum for pre-K education in all fifty states, and K-12 in more than twenty (CASEL, n.d.). Therefore, educational leaders must find avenues to support schools and teachers in upholding these new state mandates. However, there are no state mandated accountability measures for SEL, little ownership for who is responsible, and many educators do not have clear operational definitions for SEL, let alone, a consistent framework for how it can be infused into their classrooms (McCoy, 2018a). Since John Dewey, researchers have posited that inquiry-based instruction builds civic and social efficacy, outcomes paralleling social and emotional competencies, but there is a dearth of research to empirically link specific frameworks of IBI and SEL. This single group, pretest -posttest design study assessed the empirical relationships between IDM Institute participants' training and competency in C3 IBI, and their self-reported social and emotional competencies and teaching practices. Findings from paired sample t-test and correlational analyses generally supported the hypothesis that professional development and competency in C3 IBI promotes social and emotional learning. Study participants had significantly higher IBI competency, social and emotional competency (SEC) and social and emotional teaching practices after completion of the IDM Institute. Further, participants' IBI competency was positively associated with aggregated SEC scores, social and emotional teaching practices, self-awareness, and socia (open full item for complete abstract)

Committee: Christy Galletta Horner Ph.D. (Committee Chair); Irina Stakhanova Ph.D. (Other); Paul Johnson Ph.D (Committee Member); John Lee Ph.D. (Committee Member); Chris Willis Ed.D. (Committee Member) Subjects: Education; Educational Leadership; Educational Tests and Measurements; Social Studies Education

Doctor of Education , University of Dayton, 2023, Educational Administration

The Upward Bound Math Science (UBMS) program is a 100% federally funded grant program from the U.S. Department of Education designed to serve first-generation and low-income students by providing pre-college programming. The program has six objectives, the final objective being degree attainment for past participants. This action research study focuses on Tinto's (1988) longitudinal model of institutional departure, along with grounded theory which shows how the participants responded to transitional changes from high school to college, and produces findings that may answer the research question of “Why are students not graduating with an associate or bachelor's degree within six years, and what resources are needed?” The implementation of a suggested action plan, designed from the data collected in the interviews, includes social and emotional intelligence, trauma-informed care, increased participant contacts, and professional development for staff. An analysis of organizational change and leadership best practices is also reviewed. The implications of this study show that first-generation and low-income students are resilient, but also face major life changes, which again, supports Tinto's theory that transition from high school to college is indeed linear. It also shows that prior participants need the continual support of their UBMS program to guide them throughout their college careers.

Committee: James Olive Ph.D. (Committee Chair) Subjects: Educational Leadership; Educational Theory