In this article, students were asked to describe in their own words via the Emotion Revolution study, the three emotions they felt most often each day at school. The top three feelings were: tired, bored, and stressed. Next, students were asked to describe in their own words how they wanted to feel at school each day. The top three emotions listed were happy, excited, and energized. The students also said they wanted to feel respected, supported, and inspired. Abundant research shows that emotions influence how and what students learn, the soundness of their decisions, their relationships with peers and teachers, their mental and physical health, and their overall effectiveness. How can schools address the social and emotional needs of students for effective teaching and learning to take place, for positive relationships to form, to decrease stress, and to enhance student performance and well-being? The author introduces SEL--the knowledge and skills associated with self-awareness, social awareness, self-regulation, responsible decision- making and problem-solving, and relationship management integration--into both the curriculum and practices to enhance the climate of the school. Two processes are described: (1) RULER, the evidence-based approach grounded in both emotional intelligence and systems theories. It is built upon research showing that the skills associated with recognizing, understanding, labeling, expressing, and regulating emotion are essential to effective teaching, learning, parenting, and leading. (2) Bringing SEL to high schools through inspirED, a new resource center developed in collaboration with Facebook. This online community focuses on helping students feel the emotions they reported they wanted to feel in the Emotion Revolution study. For youth to succeed, schools must be places where SEL is integrated into how leaders lead, teachers teach, and students learn.