This qualitative dissertation explored the intersection of emotional intelligence (EQ), culturally responsive school leadership (CRSL), and adult school culture, with a focus on how EQ contributes to effective leadership and supports the development of thriving school environments. Drawing on a combination of surveys, semi-structured interviews, and document reviews, the study examined how school leaders’ emotional intelligence is cultivated through both formal and informal coaching processes and how it fosters the creation of inclusive, supportive adult cultures within urban charter schools. Findings indicated that EQ and CRSL are deeply interdependent, with EQ serving as a critical prerequisite for culturally responsive leadership and the creation of psychologically safe, learning-oriented school cultures. The study also highlighted the importance of structured EQ coaching and organizational commitment to EQ development, stressing that cultivating EQ within school leadership can improve leaders’ ability to navigate conflict, hold their teams accountable while maintaining trust, and foster inclusive family partnerships. By prioritizing EQ, school leaders can better navigate the complexities of racialized dynamics and systemic inequities, fostering environments where both adults and students can thrive. This research underscored the need for intentional EQ development at all levels of educational leadership, advocating for its integration into hiring practices, leadership training, and higher education curricula and programs to improve school leader effectiveness.