Abstract
This teaching case study illustrates the increasing need for school leaders to offer and foster adult social emotional learning (SEL) in schools, particularly in the context of crises. This scenario takes place in an urban high school that is representative of many other American schools. In particular, I examine the challenges educational leaders commonly face when they do not take SEL for adults into consideration prior to implementing SEL for students. This teaching case study aims at encouraging meaningful conversations about adult SEL, equity, and leadership in times of crisis. The hope is to better understand how school leaders can lead and embrace adult SEL during crises. I also pose questions designed to prepare prospective and current educational leaders for similar situations.
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