Date

Fall 12-3-2025

ESRP 9000 Professor

Sandy Underhill, Ed.D.

ESRP 9001 Professor

Sandy Underhill, Ed.D.

Executive Summary

Staff Training and Support for SEL Programming: A Strategic Approach to Negative Perception and Stigma in Alternative Schools. By Marcus A. McDougle: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: Trauma-informed practices, social-emotional learning (SEL), educational leadership, staff professional development, school climate improvement, and alternative education stigma.

This Strategic Research Project (SRP) used a mixed-methods approach that incorporated existing literature, qualitative insights, and quantitative tools to guide decision-making for South Intensive Transition middle/high school. The SRP identified a central organizational gap: negative public perception and inconsistent trauma-informed social-emotional learning (SEL) practices. To address this gap, the project used a structured process that began with a comprehensive SWOT analysis, examining internal strengths, including experienced staff, as well as weaknesses such as burnout and inconsistent instructional practices. External opportunities and threats were also evaluated to understand the broader conditions influencing stakeholder engagement. These data informed the development of several potential strategies, which were then compared using the Quantitative Strategic Planning Matrix to determine the most viable option. The analysis identified trauma-responsive SEL implementation, supported by professional development and interagency collaboration, as the most suitable strategy.

The selected strategy was translated into a formal Action Plan with four measurable goals aligned to the district’s operational calendar. The timeline begins in August 2025 with staff training. It continues through May 2026, including monthly coaching from September to December 2025, a mid-year evaluation in January 2026, curriculum integration beginning in October 2025, and partnership development extending through the end of the school year. The project’s findings indicate that trauma-informed SEL practices can strengthen staff efficacy, promote instructional consistency, and improve school climate for students experiencing chronic stress. Literature supports the role of such environments in enhancing student engagement, emotional regulation, and adult-student relationships. The analysis also showed that interagency partnerships and transparent communication can reduce stigma and build stakeholder trust. The recommendations highlight the need for sustained professional development, continuous data monitoring, and strengthened community partnerships to support long-term implementation and improve institutional credibility.

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)

College

Abraham S. Fischler College of Education

Concentration

Curriculum and Teaching

Language

English

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