Congratulations to Maria Tartaglione who on Thursday, October 16, 2025, successfully defended her dissertation proposal. 

The title of Maria’s dissertation is: "A QUALITATIVE STUDY OF MIDDLE SCHOOL PRINCIPALS’ IMPLEMENTATION OF COLLEGE AND CAREER READINESS INITIATIVES: AN ECOLOGICAL ANALYSIS."

Overview of Problem: The most urgent educational problem in America’s educational system is the disproportionate college access for economically disadvantaged students. Subsequently, economically disadvantaged schools in the U.S. require principals to plan for implementing college awareness and career readiness initiatives.

Research Purpose: To describe how middle school principals (i.e., Grades 5–8) at economically disadvantaged schools implement college and career readiness initiatives through the lens of Bronfenbrenner’s ecological system.

Research Design: Qualitative interpretive inquiry methodology

Sample: Principals currently serving in public economically disadvantaged middle schools located in the US for 5 or more years that have a student population of 25% or more on free and reduced lunch, Title I designation, state/local socioeconomic indicators, and have provided leadership for the implementation of college and career readiness initiatives for one or more years.

Data Collection: Semi-structured interviews with 12-15 Principals

DISSERTATION COMMITTEE CHAIR:
Dr. Susan V. Iverson 

DISSERTATION COMMITTEE MEMBERS: 
Dr. Martin Fitzgerald 
Dr. Nicole Joseph

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Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91Ö±²¥, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Melissa A. Barrow who on Thursday, October 16, 2025, successfully defended her dissertation proposal. 

The title of Melissa’s dissertation is "SHATTERING BARRIERS: EXAMINING THE UNDERREPRESENTATION OF BLACK AND HISPANIC FEMAIL PUBLIC SCHOOL SUPERINTENDENTS."

Overview of Problem:  Black and Hispanic women remain severely underrepresented in U.S. superintendent roles despite growing student diversity. Structural inequities, biased hiring, and racialized and gendered systems limit their advancement, with White males continuing to dominate leadership pathways and women of color facing the slowest progression from principal to superintendent (Mathews et al., 2024; Cruz, 2023).

Research Purpose:  To examine the lived experiences of current Black and Hispanic female school district superintendents. Grounded in Acker’s (1990) Theory of Racialized and Gendered Organizations, this study aims to explore how intersecting dimensions of race and gender have shaped their leadership trajectories, influenced their professional advancement, and continued to affect their roles as superintendents.  

Research Design:  This interpretive qualitative design explores how racialized and gendered organizational structures shape the underrepresentation of Black and Hispanic female superintendents. The study employs purposeful sampling, semi-structured interviews, and thematic analysis to capture participants lived experiences while ensuring credibility through triangulation, reflexivity, and transparency in data collection and interpretation.

Sample:  This study uses purposeful sampling of 12–15 self-identified Black and/or Hispanic female public school superintendents appointed by Boards of Education. Participants must have served at least one year, ensuring participants possess sufficient experience with the responsibilities, challenges, and decision-making processes central to district-level leadership.

Data Collection:  Semi-structured interviews will be conducted via zoom with 12–15 Black and/or Hispanic female superintendents.  

Dissertation Committee Chair: 
Dr. Susan V. Iverson 

Dissertation Committee Members:
Dr. Nicole Joseph
Dr. Sagrario Rudecindo-O’Neill

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91Ö±²¥, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Anibal Soler Jr. who on Thursday, October 16, 2025, successfully defended his dissertation proposal. 

The title of Anibal’s study is "THE ROLE OF SCHOOL SUPERINTENDENTS IN IMPROVING GRADUATION RATES IN LARGE NEW YORK SCHOOL DISTRICTS IN RESPONSE TO THE BLUE RIBBON COMMISSION."

Overview of Problem: Recognizing the inadequacies of traditional graduation measures, the New York State Education Department launched the Blue Ribbon Commission in 2022 to reassess and redesign graduation requirements, shifting towards more equitable, flexible, and competency-based standards (NYSED, 2022). The Commission's findings promise significant implications for educational policy and leadership, placing superintendents at the forefront of implementing innovative graduation standards. 

Research Purpose: The central purpose of this study is to explore how superintendents conceptualize, design, and implement dropout prevention and credit recovery strategies in alignment with or in response to the NY Inspires graduation reform plan. This study aims to explore and identify the pivotal role that school superintendents play in addressing the dropout crisis within their respective districts. 

Research Design: By employing a qualitative approach centered on semi-structured interviews and document analysis, this study aims to surface nuanced understandings of superintendent leadership practices within complex policy contexts. 

Sample: Two primary forms of data will be collected: semi-structured interviews and document analysis. These sources will provide a rich, triangulated understanding of how superintendents interpret and respond to the Blue Ribbon Commission’s recommendations through the NY Inspires framework. 

Data Collection: This study's primary data collection methods will include semi-structured interviews with superintendents and artifact analysis. These methods will allow for a rich, in-depth understanding of how school districts are responding to recommendations from the Blue Ribbon Commission and the strategies reflected in their district plans. 

Dissertation Committee Chair:  
Dr. Kenneth Mitchell 

Dissertation Committee Members:   
Dr. Joanne Marien
Dr. Betty A. Rosa

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91Ö±²¥, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Herman Scriven who on Wednesday, October 15, 2025, successfully defended his dissertation proposal. 

The title of Herman’s dissertation is: "EXPLORING COACHES' PERCEPTIONS OF ACADEMIC SUPPORT PROGRAMS FOR AFRICAN AMERICAN HIGH SCHOOL FOOTBALL PLAYERS: A QUALITATIVE STUDY."

Overview of Problem: African American high school football players face unique academic and social challenges that hinder their success, particularly within predominantly White institutions where existing support systems may not adequately meet their needs.

Research Purpose: The purpose of this study is to investigate high school football coaches’ perceptions of academic support programs. It aims to identify the strengths, limitations, and opportunities for improvement in these programs specifically for African American high school football players

Research Design: This study will utilize qualitative research design. Guided by the ARCS model—Attention, Relevance, Confidence, Satisfaction—this research will explore coaches' perceptions of their roles in supporting African American student-athletes' academic success and assess the effectiveness of existing academic support programs. This approach aims to deepen the understanding of the relationship between coaching strategies and academic support, ultimately seeking to improve educational outcomes for these athletes. 

Sample: The sample for this study will consist of 10 to 15 active and retired high school football coaches with a minimum of two years of coaching experience. 

Data Collection: Data collection will involve semi-structured interviews, allowing for open-ended discussions that encourage coaches to share their insights and experiences freely. Each interview will be conducted via Zoom, recorded with participants' consent, and subsequently transcribed for thematic analysis to identify key perceptions regarding academic support for African American student-athletes.

DISSERTATION COMMITTEE CHAIR:  
Dr. Shelley Wepner

DISSERTATION COMMITTEE MEMBERS:   
Dr. Peter Troiano
Dr. James Brown

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91Ö±²¥, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Colleen Fratinardo who on Monday, October 13, 2025, successfully defended her dissertation proposal.

The title of Colleen’s dissertation is: "EXAMINING THE RELATIONSHIP BETWEEN JOB SATISFACTION COMPONENTS AND EARLY CHILDHOOD EDUCATORS' WORKPLACE EXPERIENCES IN HAWAI‘I." 

Overview of Problem: Early childhood educators (ECEs) play a critical role in supporting the development and learning of young children during a pivotal stage of growth. However, the field continues to grapple with high turnover rates, instability, and workforce dissatisfaction. Up to 30% of early childhood teachers leave their jobs annually, often due to low pay, lack of benefits, poor working conditions, and limited opportunities for professional growth and advancement. Despite these challenges, ECEs often report moderate to high levels of job satisfaction derived from meaningful interactions with children and the intrinsic rewards of the profession.  Job satisfaction is a multidimensional construct that includes both intrinsic and extrinsic elements. These include coworker relations, supervisor support, the nature of the work, pay and promotion, and the general working conditions (Bloom, 2010). Understanding how these dimensions relate to ECEs’ perceptions of their workplace is necessary to support the workforce and ensure continuity of care and quality educational outcomes for children. 

Research Purpose: The purpose of this quantitative correlational study is to examine whether, and to what extent, there is a relationship between five components of job satisfaction—coworker relations, supervisor relations, nature of the work, pay and promotion, and working conditions—and early childhood educators’ workplace experiences in Hawai.i. The study will utilize the Early Childhood Job Satisfaction Survey (ECJSS) to measure job satisfaction. The study is situated within NAEYC-accredited preschools across the islands of O’ahu and Hawai’i, targeting approximately 90 early childhood educators, including both lead teachers and teaching assistants. By focusing on this population, the study aims to inform administrative practices and policies that foster higher satisfaction in early childhood settings 

Research Design: A quantitative descriptive research design will be used for the proposed investigation.  

Sample: The sample size is 90 early childhood teachers. Leavy (2017) posited that research participants should be identified and recruited based on the research purpose and questions or hypotheses in a study. The general population in this study is comprised of all early childhood educators. The target population is 500 early childhood educators, preschool and pre-kindergarten teachers, and assistants working in programs accredited by the National Association for the Education of Young Children (NAEYC) in Hawaii. 

Data Collection and Analysis: Raw survey data will be exported from SurveyMonkey and imported into SPSS for cleaning and analysis. Initial data screening will identify missing or invalid responses. Cronbach’s alpha will be calculated to assess the internal consistency reliability of the ECJSS in this sample. Composite scores will be created by averaging responses on the instrument. The ECJSS composite score will serve as the primary variable in the planned analyses. Correlational statistics will be produced to explore relationships between job satisfaction components and demographic variables. 

DISSERTATION COMMITTEE CHAIR: 
Dr. Yiping Wan  

DISSERTATION COMMITTEE MEMBERS: 
Dr. Nora Broege
Dr. Michael Abel 

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91Ö±²¥, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Nelyda Perez, who on Monday, October 13, 2025, successfully defended her dissertation proposal.

The title of Nelyda’s dissertation is: "PRINCIPALS’ PERCEPTIONS OF CULTURALLY RESPONSIVE SCHOOL LEADERSHIP IN SUBURBAN ELEMENTARY SCHOOLS."

Overview of Problem: Suburban school districts across the United States are experiencing significant demographic shifts, leading to increasingly diverse student populations that reflect broader societal changes. Despite these shifts, many suburban elementary school principals report feeling underprepared to address systemic inequities, cultural disconnects, and the social-emotional needs of students from historically marginalized communities.

Research Purpose: Focusing on suburban elementary schools, this qualitative study seeks to gain insight into how elementary principals define and implement culturally responsive leadership practices to address the social and academic needs of an increasingly diverse student population.

Research Design: Thematic analysis will be used to identify patterns and insights related to leadership practices, organizational change, and community engagement.

Sample: Data will be gathered from 15 elementary school principals purposefully selected to provide perspectives from suburban contexts experiencing demographic change.

Data Collection: Semi-structured interviews with elementary principals will be conducted, supplemented by the collection of district-level data to allow for triangulation of findings.

Dissertation Committee Chair: 
Dr. Martin Fitzgerald 

Dissertation Committee Members: 
Dr. Shelley Wepner
Dr. Elford Rawls-Dill

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91Ö±²¥, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Gelaine Williams, who on Tuesday, October 14, 2025, successfully defended her dissertation. 

The title of Gelaine’s dissertation is, "INTERPRETIVE INQUIRY OF CAREER CENTER PRACTITIONERS AT COMMUNITY COLLEGES INTERPRETATIONS OF THE NACE CAREER READINESS COMPETENCIES." 

Overview of Problem: The public and political discourse regarding whether college graduates are career-ready has heightened the accountability pressures for higher educational institutions. Scholars have investigated this career readiness phenomenon at four-year colleges with limited focus on the community college.  Therefore, this study will examine the career readiness dilemma from the perspective of community college career practitioners.

Research Purpose: The purpose of this study is to describe how career center practitioners at community colleges interpret the National Association of Colleges and Employers (NACE) Career Readiness Competencies for their student career preparation work.

Research Design: An interpretive qualitative study will be utilized to explore perspectives of Career Center practitioners at community colleges using the theoretical lens of Kolb’s Experiential Learning Theory.

Sample: The research sample will consist of 15 career center practitioners from across the United States who have served in their current role as Director, Coordinator or Manager for at least three years.

Data Collection: Data will be collected from semi-structured, one-on-one, 60-90-minute participant interviews. 

Dissertation Committee Chair: 
Dr. Susan V. Iverson 

Dissertation Committee Members:
Dr. Robert M. Mangione
Dr. Gwendolyn D. Roundtree Evans

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91Ö±²¥, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Alan Tenreiro who, on Tuesday, October 14, 2025, successfully defended his dissertation proposal. 

The title of Alan’s dissertation is: "THE STATE TAKEOVER OF A STRUGGLING URBAN DISTRICT: EXAMINING TEACHER MOTIVATION AND JOB SATISFACTION."

Overview of Problem: State takeover in failing school districts is often implemented to address systemic challenges. These reforms frequently disrupt and overlook the experiences of teachers, whose motivation and job satisfaction are pivotal to the success of educational initiatives. Despite teachers’ essential roles in the classroom, a significant gap exists in describing teachers’ experiences in the context of state takeover.

Research Purpose: This study aims to understand and describe teachers’ experiences regarding motivation and job satisfaction in the context of state takeover in a large urban school district. It specifically explores how teachers describe their experiences of autonomy, competence, and relatedness, as outlined by Deci and Ryan’s (2020) self-determination theory.

Research Design: This exploratory-descriptive qualitative study utilizes semi-structured interviews to capture teachers’ perspectives.

Sample: The sample will include current secondary teachers (grades 6–12) in ELA, math, and science who were employed in the district before and during the state takeover, with at least 3 years of experience in the district prior to the takeover.

Data Collection: Data will be collected through Zoom (audio-only) interviews guided by an interview protocol.  All audio interviews will be recorded and transcribed using Otter.ai dictation software.

Dissertation Committee Chair: 
Dr. Martin Fitzgerald 

Dissertation Committee Members: 
Dr. Peter Troiano
Dr. Jack Warner

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91Ö±²¥, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Congratulations to Lisa M. Torres who on Thursday, October 9, 2025, successfully defended her dissertation proposal.

The title of Lisa’s dissertation is, "HOT COMBS AND HAIR JOURNEYS: CHRONICLING BLACK YOUNG WOMEN’S LIVED EXPERIENCES OF HAIR DISCRIMINATION IN PREDOMINANTLY WHITE SCHOOLS."

Overview of Problem: Black young women frequently encounter dominant beauty standards that idealize Eurocentric features, such as straight, long hair, negatively impacting their self-esteem and sense of belonging. Dress code policies in schools often perpetuate this marginalization. In predominantly White schools, biases from both peers and educators, who may lack understanding of the cultural significance of their identity expressions related to hair, further diminish their self-expression and belonging.

Research Purpose: The purpose of my study is to chronicle the personal stories of Black young women who have experienced hair discrimination while attending predominantly White K-12 schools. Drawing on Black Feminist Thought (Collins, 2022) and Black Girlhood Studies (Brown, 2009) highlights how Black young women's hair expression can serve as a mechanism for self-definition and resistance against bias in predominantly White K-12 educational spaces.

Research Design: The research design for this study is qualitative, following an interpretive inquiry approach that allows for a deeper understanding of the participants' perspectives and experiences.

Sample: The sample for the study will consist of Black women aged 18 to 24 who have experienced hair discrimination in predominantly White K-12 school environments.

Data Collection: Semi-structured interviews will be used to collect narrative data from Black young women about their hair experiences within predominantly White K-12 schools.

DISSERTATION COMMITTEE CHAIR: 
Dr. Kenneth Mitchell

DISSERTATION COMMITTEE MEMBERS: 
Dr. Samantha White
Dr. Sagrario Rudecindo-O'Neill

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91Ö±²¥, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

Back to School Season

Students returned to schools and campuses in late August and early September, possibly recalling for others a memory from more than 2 decades ago. in which parents gleefully pushed carts down store aisles and they sashayed to “It’s the most wonderful time of the year” – a song typically reserved for December.  Sad-faced children were contrasted with parental joy as the return to school signal the summer break coming to an end.

Autumn of 2025, however, does not seem to have the same skip in its step as students, families, educators, and leaders grapple with a tsunami of issues and challenges. Doctoral students and alumni at 91Ö±²¥ take on these matters through their research in educational leadership. In this blog, we feature some of these timely topics.

In this “Back to School” season blog, we feature various topics that students, teachers and leaders face as they start the new academic year. Our doctoral student research continues to contribute and shine light at these challenges. These individuals are driven by their passion for empowering change and transforming lives. Join us as we celebrate their academic achievements, professional successes, and the meaningful work that they do each and every day.

Distraction Free Schools

As of September, New York is requiring statewide, bell-to-bell restrictions on smartphones in K-12 schools. Governor Hochul developed and enacted this initiative based on feedback from teachers, parents and students. As stated in a recent NYSUT article, , “this isn’t about being anti-technology – it’s about being pro-childhood.”

Under the new regulations taking effect this school year, school districts across New York developed their own policy for restricting smartphones – empowering administrators and teachers to advance a plan that works best for their buildings and students.

Dr. Caroline Haack, with dissertation chair, Dr. Susan Iverson, and committee members, Drs. Rob Feirsen and Elizabeth Keren-Kolb (clockwise)

Dr. Caroline Haack (EdD 2025), in a qualitative study completed just prior to the bell-to-bell restrictions on smartphones in K-12 schools, interviewed college students about their social media use during high school and college. Drawing upon Leon Festinger’s Social Comparison Theory, this interpretive inquiry sought to understand the role that social media plays on students' well-being and identify college students’ shifting comparison groups from high school to college.

Dismantling DEI

Dr. Kayla Morales, with dissertation chair, Dr. Ken Mitchell, and committee members, Drs. Martin Fitzgerald & Jenny Olson (counter clockwise)

Dr. Kayla Morales in her dissertation, "THE INFLUENCES OF EACTIONARY FORCES AND OPPOSITIONS TO DIVERSITY, EQUITY, AND INCLUSION (DEI) ON SUBURBAN MIDDLE SCHOOL LANGUAGE ARTS AND SOCIAL STUDIES CLASSROOMS" investigated how educators, specifically in middle school language arts and social studies classrooms, are responding to DEI opposition. 

This study highlights the complex challenges educators face in fostering inclusive classrooms amid rising opposition to DEI. These challenges hinder their ability to engage students in meaningful conversations about DEI related topics. It underscores the need for school leaders and policymakers to provide professional development, institutional clarity, and protective policies that empower educators to teach inclusively in an increasingly diverse and politically complex educational landscape.

Dr. Jason Rodriquez

Dr. Jason Rodriquez (EdD 2026) in his dissertation,  "A CRITICAL QUALITATIVE STUDY OF LATINO CHIEF DIVERSITY OFFICERS’ COMMUNITY CULTURAL WEALTH"  conducted a critical qualitative study to uncover how Latino Chief Diversity Officers (CDOs) navigate their leadership roles and address barriers to fostering a more inclusive campus environment.

This study found that Latino CDOs navigate roles that are often symbolic and under resourced; yet they sustain their leadership through cultural knowledge and networks. By leveraging aspirational, linguistic, familial, social, navigational, and resistant capital (Yosso, 2005), participants reframed DEI leadership as both resilience and cultural affirmation. Findings underscored the need for institutions to affirm cultural identity a leadership asset, align authority with responsibility, and create sustainable structures that protect and advance DEI leadership.

Mental Health Awareness

Dr. Gina Cunningham, with dissertation chair, Dr. Ken Mitchell, and committee members, Drs. Amanda Nickerson & Joanne Marien (counter clockwise)

Doctoral candidate, Dr. Gina Cunningham, recently defended her dissertation proposal for a qualitative study of the role of mental health support staff during the planning, implementation, and assessment of lockdown drills across grades 5-8. Horrific, high-profile shootings on school property have become more frequent in the past 5 years (Kim, 2025), and lockdown drills are ubiquitous. Research has investigated, and questions persist regarding, the psychological impact of mandated safety protocols and drills on student’s functioning and mental health (Bonanno et al., 2021). While scholarly attention has focused on building leaders and teachers, it is unclear whether or how school mental health professionals, who presumably are versed in student development, response to traumatic events, and crisis response protocols, are involved in the implementation of lockdown drills.

Dr. Teresa Letizia

As students' mental health needs continue to rise, social emotional learning (SEL) initiatives have emerged as a vital educational approach, promoting student social emotional competences and well-being. Dr. Teresa Letizia (EdD 2025) investigated how elementary school teachers in New York public schools implement SEL curriculum. Without a deeper understanding of teachers’ experiences and the challenges they face, SEL curriculum implementation risks becoming disconnected from daily practice and from the support students urgently need. 

The findings revealed that strong teacher-student relationships and emotionally safe classrooms were central to effective SEL (microsystem). Teachers actively engaged families through SEL language and tools (mesosystem). However, professional learning opportunities were often limited or episodic, and administrative support -though recognized as critical- was frequently insufficient (exosystem). Broader influences, such as district mandates and the lingering effects of the COVID-19 pandemic, presenting increased emotional needs and learning disruptions, also shaped teachers’ experiences (macrosystem and chronosystem).

The Need for Recess 

In addition to curricular initiatives designed to support students, the need for unstructured play is also essential. Emily Allen, in NYSUT United magazine, reported that unstructured opportunities for play “has been quietly eroded” (2025, p. 14).  Ample research attests to the essential role of play in healthy development and doctoral research has added to that knowledge base.  

Dr. Teresa Quackenbush

Dr. Teresa Quackenbush (EdD 2023), in her qualitative study, described novice (5 years or less) early childhood teachers’ perceptions of the role of play in grades K, 1 and 2, and their experiences with integrating play under their school’s standardized curriculum. Through interviews with 17 early childhood teachers, she found that early childhood teachers value play as a necessary conduit to learning for their students and explain how play serves as a formidable social emotional anchor for learning. 

Teachers, in Quackenbush’s study, emphasized the need for more teacher autonomy with utilizing play and call for a repositioning and refinement of play as an instructional tool. Based on the study’s findings, a number of recommendations were made, as well as suggestions for future areas of research, to support play-based learning under a standardized curriculum.

In times of high stress, students and educational professionals need to play. “Recess” – meaning an opportunity to pause or take a break in an activity – should be, as Allen (2025) argues, a right, not a privilege.

Mindfulness

Dr. Doreen Marie Pontius

Dr. Doreen Marie Pontius (EdD 2026) investigated a different form of “recess” – the potential and possibilities for mindfulness in the college curriculum. College students, and for Pontius’ research purposes, community college students, often experience high stress levels, which can impact their success and increase their risk of dropping out of school (Lipson et al., 2021). Pontius’ qualitative research delved into community college students’ perceptions of mindfulness strategies integrated into their course curriculum. Findings revealed that in addition to increased self-awareness, empathy, and compassion, participants described cognitive benefits including improved reflective and critical thinking, enhanced focus, and stress management. Notably, participants also described a sense of belonging and connection with others, such as peers and faculty.

Findings revealed that participants associated mindfulness with increased self-awareness, empathy, and compassion. In addition to fostering emotional growth, participants described cognitive benefits including improved reflective and critical thinking, enhanced focus, and stress management. Participants also described a sense of belonging and connection to their peers and professors. Her findings add to a growing body of scholarship that emphasized mindfulness as a key component of holistic, inclusive, emotionally supportive learning classes. Participants in this study noted that professors who had integrated mindfulness practices into their courses helped them feel seen, valued, and cared for.

Dr. Doreen Pontius, with dissertation chair, Dr. Peter Troiano, and committee members, Drs. Jennifer Pax and Angela Clark-Taylor (clockwise)

Take Your Career to the Next Level

Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.  

Learn to Inspire Change

The Doctoral Program in Educational Leadership from 91Ö±²¥, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.   

Learn More About the Doctoral Program in Educational Leadership

The Need for Recess