Social-emotional learning (SEL) has become a staple in the education system. The need for programs that support the overall well-being of students has become increasingly prevalent in today's society. There is an increase in the number of students experiencing anxiety and symptoms of depression as a result of the pandemic. Students in rural school districts have been impacted particularly hard by the isolation they experienced during the pandemic. The purpose of this phenomenological study was to explore the perspective of rural elementary school principals in New York State on their implementation of an organized SEL framework in their classrooms. Semi-structured virtual interviews with 10 rural elementary school principals were conducted. The results of this study indicated principals believed an SEL program is important. Participants observed noticeable changes in student behaviors upon the return to in-person learning, and schools made changes to their existing programs to accommodate these changes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]