Implementation is the process by which interventions are put into practice and is critical to outcomes. Issues related to implementation for social and emotional learning (SEL) have largely focused on fidelity to the programme, dosage, clarity of guidance and the characteristics of the facilitator, although attention has also been paid to multi-level factors within an ecological system. The primary emphasis, however, has been on "what? should happen, rather than "how.? Both content and process matter for both access and addressing difference. This paper details the ASPIRE principles and pedagogy for SEL and shows how incorporating these may help address diversity across needs and cultures. ASPIRE is the acronym for Agency, Safety, Positivity, Inclusion, Respect and Equity. These principles apply not only to the classroom but to relational well-being at all levels of the system and as such are aspirational. Many are based in the positive psychology literature, and are applicable to both individualistic and collectivist cultures as the intention is not to impose a set of values and behaviours but to structure activities that enable young people to explore what works for themselves and their communities. They have been put into practice within the Circle Solutions framework for SEL across Australia with both Aboriginal and Anglo communities and further afield in the UK, South-East Asia and Africa.