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Abstract
As the number of children engaging in problem behaviors grows, teachers increasingly report feeling unprepared to effectively meet students' mental health needs. Social-emotional learning (SEL) should be a prominent goal of school programs because social competence prevents school failure. This commentary reviews the challenges associated with implementing and researching school-based SEL programs, examines the current state of the evidence-based literature on SEL, and comments on the companion articles that appear in this Journal of Educational and Psychological Consultation special topic section.
Notes
The author reports that to the best of her knowledge neither she nor her affiliated institution has financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this manuscript.