As important as academic competence may be, children and adolescents also need to be able to interact with others in respectful ways, master good work habits and values, contribute to society, and be good citizens. Many educators and parents are in favor of a broader educational mission for our schools that includes social-emotional competence, character development, mental health, and involvement in one’s community (Greenberg et al., 2003). Schools must do more than ever before, while at the same time dealing with a multitude of challenges as a result of a changing school population and limited resources. Many preventive efforts have been initiated in schools, but in the past they have not been linked to the school’s mission and have been fragmented in their approach. Frustrated at the lack of success of preventive health promotion efforts, the Fetzer Institute, a nonprofit foundation focused on relationships between people, held an important meeting to address this concern. The term social and emotional learning (SEL) was first presented at the 1994 Fetzer Institute, which was designed to focus on disjointed efforts to improve children’s well-being and positive interrelationships (Elbertson, Brackett, & Weissberg, 2010). One outcome of the Fetzer Institute was the formation of the Collaborative for Academic, Social, and Emotional Learning (CASEL). The goal of CASEL has been to establish evidence-based SEL programming preschool through high school. CASEL has become the guide to school-based SEL-preventive efforts. And, since 1990, SEL has become a major emphasis in American education (Hoffman, 2009).