In their 2007 article, Pounder and Johnson addressed the need for the discipline of Educational Administration to link more qualitative works to quantitative works and critical and social justice frameworks to the traditional ones, to help dispel the notion that the Educational Leadership/Administration discipline "is narrow in its theoretical and methodological foci" (p. 271). While the strong history of objective and positivist research in the discipline and its impact on the field is acknowledged, the question remains: is that enough? In answer to that question, the authors argue for more epistemological and theoretical diversity, namely explorations of approaches that center on leadership frames that have academic but also socioemotional outcomes for students. It is also important for an educator to know that the needs of students include material emotional, social, and psychological concerns (Dei, 2003). This theoretical article utilizes Pounder and Johnson's (2007) challenge to diversify frames and research approaches in Educational Administration and discusses humanities based approaches. The authors also discuss socioemotional (Social Emotional Learning: SEL) outcomes for each frame and approach (Osher et al., 2016). The article ends with implications for the field.