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Partnership as a "Lever for Transformation": County-Level Leadership to Advance Systemic Social and Emotional Learning.

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Title: Partnership as a "Lever for Transformation": County-Level Leadership to Advance Systemic Social and Emotional Learning.
Authors: Cirolia, Alagia J (AUTHOR), Hwang, Sophia H J (AUTHOR), Michel, Esmeralda M (AUTHOR), Committee, CalHOPE Research (AUTHOR)
Source: Children & Schools. Jul2026, Vol. 48 Issue 3, p141-153. 13p.
Subjects: Emotion regulation, Nonprofit organizations, Consensus (Social sciences), Interprofessional relations, Human services programs, Social workers, Qualitative research, Self-management (Psychology), Research funding, Leadership, Schools, Government agencies, Content analysis, Decision making, School administrators, Descriptive statistics, Public relations, Institutional cooperation, Social case work, Teachers, Self-consciousness (Awareness), Counseling, Data analysis software, Social skills education, School health services
Geographic Terms: California
Abstract: Social and emotional learning (SEL) promotes student academic achievement and well-being. Social workers are well positioned to leverage their cross-sector, multilevel skill set for providing SEL implementation leadership. Leadership plays a critical role in achieving high-quality SEL implementation in classrooms, schools, and districts. However, there are no empirical studies of SEL leadership above the district level, limiting social workers' ability to leverage all levels of the education system, including counties and states, to take SEL to scale. This study explores who provides county-level SEL implementation leadership, why county-level leaders partner for SEL implementation, and how they cultivate partnerships in the context of a statewide effort to advance SEL. To conduct the study, county SEL implementation plans were analyzed using qualitative content analysis. Plans indicated that county-level implementation leadership was provided by people across levels of the education system, sectors, and regions, and by people from nongovernmental entities. Plans indicated that partnerships were intended to integrate SEL with aligned efforts, seek multiple perspectives on implementation, and expand the capacity for SEL implementation. SEL leaders intended to cultivate partnerships through relationship building and collaboration structures. Similarities and differences noted in county-level SEL implementation leadership, in comparison with school and district levels, are discussed alongside practice implications. [ABSTRACT FROM AUTHOR]
Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Partnership as a "Lever for Transformation": County-Level Leadership to Advance Systemic Social and Emotional Learning.
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  Data: <searchLink fieldCode="AR" term="%22Cirolia%2C+Alagia+J%22">Cirolia, Alagia J</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hwang%2C+Sophia+H+J%22">Hwang, Sophia H J</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Michel%2C+Esmeralda+M%22">Michel, Esmeralda M</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Committee%2C+CalHOPE+Research%22">Committee, CalHOPE Research</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Children+%26+Schools%22">Children & Schools</searchLink>. Jul2026, Vol. 48 Issue 3, p141-153. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Nonprofit+organizations%22">Nonprofit organizations</searchLink><br /><searchLink fieldCode="DE" term="%22Consensus+%28Social+sciences%29%22">Consensus (Social sciences)</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Human+services+programs%22">Human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Social+workers%22">Social workers</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Self-management+%28Psychology%29%22">Self-management (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Government+agencies%22">Government agencies</searchLink><br /><searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br /><searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Public+relations%22">Public relations</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+cooperation%22">Institutional cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+case+work%22">Social case work</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self-consciousness+%28Awareness%29%22">Self-consciousness (Awareness)</searchLink><br /><searchLink fieldCode="DE" term="%22Counseling%22">Counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills+education%22">Social skills education</searchLink><br /><searchLink fieldCode="DE" term="%22School+health+services%22">School health services</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Social and emotional learning (SEL) promotes student academic achievement and well-being. Social workers are well positioned to leverage their cross-sector, multilevel skill set for providing SEL implementation leadership. Leadership plays a critical role in achieving high-quality SEL implementation in classrooms, schools, and districts. However, there are no empirical studies of SEL leadership above the district level, limiting social workers' ability to leverage all levels of the education system, including counties and states, to take SEL to scale. This study explores who provides county-level SEL implementation leadership, why county-level leaders partner for SEL implementation, and how they cultivate partnerships in the context of a statewide effort to advance SEL. To conduct the study, county SEL implementation plans were analyzed using qualitative content analysis. Plans indicated that county-level implementation leadership was provided by people across levels of the education system, sectors, and regions, and by people from nongovernmental entities. Plans indicated that partnerships were intended to integrate SEL with aligned efforts, seek multiple perspectives on implementation, and expand the capacity for SEL implementation. SEL leaders intended to cultivate partnerships through relationship building and collaboration structures. Similarities and differences noted in county-level SEL implementation leadership, in comparison with school and district levels, are discussed alongside practice implications. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1093/cs/cdag013
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 141
    Subjects:
      – SubjectFull: Emotion regulation
        Type: general
      – SubjectFull: Nonprofit organizations
        Type: general
      – SubjectFull: Consensus (Social sciences)
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Human services programs
        Type: general
      – SubjectFull: Social workers
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Self-management (Psychology)
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Government agencies
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Decision making
        Type: general
      – SubjectFull: School administrators
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Public relations
        Type: general
      – SubjectFull: Institutional cooperation
        Type: general
      – SubjectFull: Social case work
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Self-consciousness (Awareness)
        Type: general
      – SubjectFull: Counseling
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Social skills education
        Type: general
      – SubjectFull: School health services
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Partnership as a "Lever for Transformation": County-Level Leadership to Advance Systemic Social and Emotional Learning.
        Type: main
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            NameFull: Cirolia, Alagia J
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            NameFull: Hwang, Sophia H J
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            NameFull: Michel, Esmeralda M
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            – D: 01
              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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