03/19/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Stacey Schulman “Supporting Newcomer Students Through the Use of Culturally Responsive Social Emotional Learning in the Classroom”

Candidate: Stacey Schulman
Degree: Doctoral- Leadership in Schooling
Defense Date: Wednesday, April 2, 2025
Time: 9 a.m.
Location: Remote Zoom link
Thesis/Dissertation Title: "Supporting Newcomer Students Through the Use of Culturally Responsive Social Emotional Learning in the Classroom”

Dissertation Committee
Dissertation Chair: Michelle Scribner, Ed.D., Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Christina Whittlesey, Ph.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: James Nehring, Ed.D., Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Colleen Tapley, Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell

Abstract
Immigrant youth represent the fastest-growing demographic in U.S. public schools, yet they face significant mental health challenges with limited support. Schools, particularly teachers, play a vital role in addressing these needs through implementing culturally responsive social-emotional learning (CRSEL) practices. However, many educators feel underprepared to implement these strategies. This study examines how a six-week professional development (PD) series impacts teacher self-efficacy and implementation of CRSEL in supporting newcomer students (recently immigrated youth still learning English). This dissertation in practice is organized into three manuscripts. The first manuscript explores the problem of practice and potential solutions. The second manuscript details the study’s design, implementation, and findings, while the third offers recommendations based on the results. Using an improvement science approach, the six-week PD series aimed to enhance teachers' knowledge, confidence, and application of CRSEL in the classroom. A mixed-methods design included pre- and post-surveys, reflective journals, and focus group interviews with the six participants. Findings revealed that teachers expressed increased self-efficacy, improved comfort in implementing CRSEL strategies, and a heightened awareness of the newcomer students' challenges as a result of participating in the intervention. The study illustrates the need for sustained professional development, schoolwide integration of CRSEL, and alignment with broader institutional priorities to ensure long-term impact. Given the growing demand for mental health services in schools and the national shortage of providers, equipping educators with CRSEL training offers a sustainable, scalable approach to improving student well-being and fostering an inclusive educational environment.
Keywords: immigrant youth, mental health, culturally responsive social-emotional learning, teacher self-efficacy, professional development, educational equity