As with many other nations, Singapore recognizes that an education based on a traditional subject-based curriculum with a narrow focus on academic standards is no longer adequate to prepare young people for the future. A broad-based and holistic education that integrates academic, intellectual, moral, physical, social, emotional and aesthetical aspects is now regarded as necessary, both to cater to the diverse needs of students and, importantly, to promote their wellbeing. This chapter examines the Social-emotional Learning (SEL) Framework, which was rolled out in Singapore schools in 2005 to provide an “organizing structure” to conceptualize, formulate and design school-wide affective programs. While acknowledging the value of an overarching framework to guide affective programs, we suggest that there is need to closely examine the appropriateness and relevance of some of the underpinning assumptions guiding SEL practice. In this chapter, we discuss the importance of attending to the social and cultural contexts in which such ideas are developed and consider the implications of adapting educational models, notably those aimed at promoting youth wellbeing, across national contexts.