Social emotional learning (SEL) is becoming more recognized as a need to be implemented in the classroom more regularly to help students deal with childhood trauma. However, the professional development that helps teachers to know how to implement SEL in their daily lessons has not been a priority in the education system. In this phenomenological study teachers from a rural school district were interviewed to see the needs of teachers to implement SEL in the classroom during a worldwide pandemic. [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.]