Educators have come to recognize the importance of their efforts in building students' social and emotional skills. However, the creation of lasting programming often fails to keep pace with educators' best intentions. In this article, the authors suggest guidelines for ways in which school counselors can be involved in implementing sustained social and emotional learning interventions in a manner that is consistent with the values and goals of such programs.
The unintended consequences of targeting: young people's lived experiences of social and emotional learning interventions
